The importance of assessment for learning was highlighted in 1998 by Black & Wiliam’s review that showed students learn better when formative strategies are used.
Assessment in science lessons can sometimes resemble a game show – traffic lights, thumbs up/down and confidence lines abound. From my experience, these methods of assessment provide sparse information about student understanding. How does a confidence line work if all students don’t know anything? How can a student accurately determine if they understand evolution by filing in some generic self-evaluation grid? Another problem with these approaches is they are often done after the activity itself and so feedback is too late to be meaningful – the window of opportunity has closed shut.
Good assessment should come through well-planned activities. Students should be able to express and display their understanding as they progress through the task, with the teacher surveying and intervening when necessary. The use of challenge here is key, so that misunderstandings can be diagnosed and immediate feedback given. Whole class checks for understanding are also useful.
A final point worth considering is the purpose of each assessment. Summative assessments provide a grade (i.e. tell you how students compare to their peers) whilst formative assessments provide the teacher and student with feedback, which should result in an action that leads to learning. If we try and use assessments for both formative and summative purposes we may just end up doing both badly.
Black, P.J. and Wiliam, D. (1998) Inside the Black Box: Raising standards through classroom assessment. King’s College, London.
Christodoulou, D. (2017) Making Good Progress?: The future of Assessment for Learning. OUP.
Assessment in science education
- Peer assessment in science
- Assessing scientific skills in science
- Summative assessments in science
- Standarisation and marking accurately
- Question level analysis
- Written feedback in science