Section 2 – Assessment, Recording and Reporting

Assessment, Recording
and Reporting
and Reporting
Effective assessment allows a teacher to identify a child’s strength, level of
attainment and development needs. Through evaluation, next steps can be identified
and this gives the child an opportunity to share in his/her learning.
The National Guidelines: Assessment 5 – 14 conveys that the process of
assessment includes attention to give key activities: planning, teaching, recording,
reporting and evaluating. The clear objectives for learning and teaching in the
Science programme allows for effective assessment of children’s progress.
The topic planners allow the teacher to observe and monitor children as they work in
a variety of contexts. The teacher will be able to assess children’s attainment in
relation to the levels described in the Environmental Studies 5 – 14 Guidelines:
Science. The child can be said to have attained a particular level for an attainment
outcome when the teacher is satisfied that the child:
Has engaged in a programme of work that has covered the appropriate
attainment outcomes, strands and targets.
Is consistently producing, or capable of producing, work at the standard
described in the attainment targets for that level across strands. (See
Appendices 4 and 4a for Recording Proforma).
Evidence of progress and attainment in Science will be found in what pupils say,
write and do. Assessment should involve focusing on an aspect of learning.
Children’s skills are best assessed in broad terms rather than ‘stand alone’ skills,
although in planning particular teaching points it can be helpful at times to focus on
specific aspects of skills development. Some opportunities for assessment have
been identified within each forward planner. The strands identified in the forward
planners will help in identifying the type of evidence to look for and record.
Careful planning for assessment will ensure that the teacher is in a good position to
gather assessment information by observing children and interacting with them as
they work. Talking with, listening to and questioning children when they are carrying
out activities will allow teachers to assess what has been learned and identify next
As the evidence from assessment activities is collected, manageable assessment
records can consist of a version of the forward planner, with brief notes and
comments, strengths and identified next steps. Selective folders, and collections of
work exemplifying the child’s achievements are also a good record in themselves.
Dating of the work and offering comments will ensure that it represents a record of
progress through the 5 – 14 levels of attainment.
Notes and records can form the basis for reporting a child’s level of attainment to the
child him/herself, parents and other teachers.
Stirling Council Children’s Services Environmental Studies 5-14 (Science 2)
Section 3: Assessment, Recording and Reporting
Summer 2004
Assessment Strategies
Some opportunities for assessment have been identified within each forward
planning exemplar. These assessment activities are clearly linked to the skills
identified within the 5 – 14 National Guidelines – Environmental Studies: Science.
It is recommended that teachers take an holistic approach to assessment, employing
a range of strategies and drawing on a number of sources of evidence.
 Normal class activities
 Observation
 Interaction with others
 Written accounts
 Oral presentation
 Sampling of work
 Homework
The following exemplifies the assessment strategies employed.
Oral report
Scientific methods of recording evidence
Functional writing e.g. reports
Practical activity
Practical investigation
In the 5 – 14 Planning Overview, the main focus of assessment should be chosen
from the examples shown in the assessment column.
Differentiated Science Grid
Examples of differentiated activities at Levels A/B, B/C, C and D are shown in the
section “Differentiated Activities”.
Stirling Council Children’s Services Environmental Studies 5-14 (Science 2)
Section 3: Assessment, Recording and Reporting
Summer 2004