Assessment at
KS3 for the New
GCSEs
Dr Alex Holmes
ASE 2016
Saturday 9th 1130-1230 T184
www.smart-learning.co.uk
Overview
How can Key Stage 3 assessment models best prepare
students for new-style GCSEs?
Practical ideas and resources on linking the new
GCSEs to KS3 teaching
New GCSEs
In the new Science GCSE, there is an expectation
that science is taught in progressively greater
depth over the course of KS3 and KS4 .
3
Key Ideas of GCSE
• conceptual models and theories are used to make
sense of natural phenomena
• every effect has one or more cause
• change is driven by differences and interactions
between different objects and systems and may occur
over distance and time without direct contact
• science progresses through a cycle of hypothesis,
practical experimentation, observation, theory
development and review
• quantitative analysis is central to many theories and
scientific methods of inquiry
4
GCSE science should enable
students to develop:
• scientific knowledge and conceptual understanding
through biology, chemistry and physics
• understanding of the nature, processes and
methods of science, through different types of
scientific enquiries
• learn to apply observational, practical, modelling,
enquiry and problem-solving skills
• the ability to evaluate claims based on science
through critical analysis of the methodology, evidence
and conclusions
5
Smart Science
Assessment model
6
Smart Science
Assessment
Assessment sheets find out where a pupil is
starting from.
The end of unit test reflects where the
pupil is heading.
The end of year test consolidates all
learning and encourages pupils to revisit
topics.
7
Assessment sheet
8
Progress escalator & old NC
level equivalent
The progress escalator builds on
the old National Curriculum levels
for setting targets and recording
progress.
9
Attainment bands and
progress escalators
Learning (old levels 3 and 4): recall and
describe
Mastering (old levels 5 and 6): apply
knowledge
Expanding (old levels 7 and 8): synthesise
knowledge.
10
GCSE grade ‘flight
path’
Projected estimate to equivalent GCSE
grade.
DfE recommendation of 3 levels of
progress from KS2 to KS4.
KS2
level
1
3 levels
Progress
Grade
F
4 levels
Progress
Grade
E
2
E
D
3
D
C
4
C
B
5
B+
A+
11
Bloom’s Taxonomy
– Remember
– Understand
– Apply
– Analyze
– Evaluate
– Create
Revised by
Anderson & Krathwohl, 2001
12
Smart Science
assessment
Help teachers determine whether pupils
are making adequate progress or meeting
expected targets.
Test content not limited to mirroring
scheme of work, so less teaching to the
test and more application of ideas as
determined by Bloom’s taxonomy.
13
Structured questions
These are specifically designed to address the
challenge of thinking through and developing a
structure to answers.
Students first experience questions with a high
degree of structure and develop their skill at
preparing answers to the different parts of a each
question
14
Structured questions
15
Structured answers
16
End of unit tests
The provide a summative assessment of students’
knowledge and understanding in a particular area at the
end of a sequence of lessons.
The main test that follows comprises a series of questions
that have been carefully sequenced to increase in
difficulty: the more questions a student answers, the
higher the level at which they are working.
They uses the Progress escalator levels from the
Assessment Model as a guiding principle, allowing
students to track their own progress through the test.
17
End of unit test
18
Developing confidence in
approach to GCSE exams
Summative tests mirror a section of a typical GCSE
examination paper, with shorter questions gradually
increasing in difficulty.
The tests also encourage students to demonstrate
their breadth and depth of knowledge and application
Marking guides provide pointers on assessing and
developing important GCSE skills such as explaining
science in context and developing a higher quality of
written communication
19
Control words
Command words for questions such as ‘state’,
‘describe’, ‘explain’, ‘use’ and ‘compare’, allow
the meanings to be explore with students
through the Smart Science materials
20
Six mark questions
Preparation for students so they can answer
structured six-mark questions in GCSE
examinations with confidence
The End-of-Unit and End-of-KS3 tests contain
six-mark questions designed to test the content
of Key Stage 3, but in a style that closely mirrors
the GCSE six-mark question format
Allows pupils to understand the marking criteria
for six-mar questions
21
Six-mark question
22
Six-mark answers
23
Quality of Written
Communication
The summative tests are accompanied by
detailed marking guides that explain the level of
scientific knowledge and the quality of written
communication required to achieve marks.
Guides are closely modelled on the information
provided by GCSE awarding bodies in relation to
recently past examinations
24
End of year test
The synoptic End-of-year test assesses students’
knowledge and understanding across the three
science disciplines.
The format of this test is modelled on a full GCSE
examination paper, with three sections that each
comprise shorter questions gradually increasing
in difficulty followed by a six-mark question.
25
What about working
scientifically?
Focus on developing science skills common to all
GCSE specifications
Key Stage 4 Programme of Study - Working
scientifically
1. Development of scientific thinking
2. Experimental skills and strategies
3. Analysis and evaluation
4. Scientific vocabulary, quantities, units, symbols
and nomenclature
(DfE 2015)
26
Working
scientifically
Teacher’s Handbook 3 focuses on the
development of the skills of ‘being a scientist as
they are integral to the Key Stage 4 Programme
of Study - Working scientifically
1. Development of scientific thinking
2. Experimental skills and strategies
3. Analysis and evaluation
4. Scientific vocabulary, quantities, units,
symbols and nomenclature
(DfE 2015)
27
TH3 Structured
questions
• Designed to build students’ skills and
confidence in answering longer questions.
• Support students in recalling,
understanding and applying knowledge of
working scientifically
• Introduce different contexts in novel ways
for a new application of skills
• Revisit particular tasks with different data
for analysis.
28
End-of-KS3 test
The coverage of the End-of-KS3
test is both skills- and
knowledge-based.
Students should expect to recall
and apply their knowledge across
the three science disciplines, as
they will need to in the GCSE
29
End-of-KS3 test
Challenges students to explain unfamiliar
methods, concepts or contexts
Pupils need to demonstrate their ability
• To recall scientific concepts,
• To draw parallels with familiar models
• To synthesise knowledge across topics or
disciplines
• To write in coherent, well-structured and
correct English
30
Teacher Handbook 3
This provides resources designed especially to help
deliver the Working Scientifically elements of the
Programme of Study
• Develops students’ skills as required at Key Stage 3
• Encourages progression to the levels of knowledge,
good practice and maturity required for the Working
Scientifically at GCSE
• “As part of pupils’ progress, inspectors will consider
the growth in pupils’ security, breadth and depth of
knowledge, understanding and skills.”
Ofsted Handbook, 2015
31
• Smart Science can assess pupils’
understanding of a topic, helping to identify
the gaps in knowledge or understanding
• Helps build up a bigger picture about pupils
understanding of concepts and ideas and in
doing so allows teachers to identify
individual needs
32
Final words
The new national curriculum is founded on
the principle that pupils have a secure
understanding of key ideas and concepts
before moving onto the next phase of
learning.
Smart Science includes many different
aspects that allow a depth of
understanding to develop prior to starting
on the new GCSE course
33
TELEPHONE
01423 206200
EMAIL
admin@smart-learning.co.uk
ADDRESS
Smart Learning Ltd
Unit 4A
Follifoot Ridge Business Park
Pannal Road, Harrogate, HG3 1DP
TWITTER
@smartlearning
@smartsci
@smartenglishsl
www.smart-learning.co.uk34