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 –
science concepts
• 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 objects and
systems
• Interactions can occur over distance
and time without direct contact
4
Key Ideas of GCSE –
science procedure
• Understanding the cycle of
hypothesis, practical experimentation,
observation, theory development and
review
• Establishing that quantitative
analysis is central to theory and
scientific methods
5
GCSE students
should develop:
• scientific knowledge and
understanding about key concepts
in biology, chemistry and physics
6
GCSE students should
develop:
Procedural understanding about
• Processes and methods of enquiry
• Different forms of scientific enquiries
• Application of observational,
practical, modelling, enquiry and
problem-solving skills
7
GCSE students should
develop:
• the ability to evaluate scientific
claims by critical analysis of the
methodology, evidence and
conclusions
8
Smart Science KS3
Assessment model
9
Smart Science KS3
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.
10
Assessment sheet
11
Progress escalator – the
journey guide
The progress escalator builds on
the old National Curriculum levels
for setting targets and recording
progress.
12
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.
13
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+
14
Bloom’s Taxonomy
– Remember
– Understand
– Apply
– Analyze
– Evaluate
– Create
Revised by
Anderson & Krathwohl, 2001
15
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.
16
Structured questions
These are specifically designed to
address the thinking and development of
structured answers to written questions
• Initial questions have a high degree of
structure
• Development of skills in answering
sections of a question
17
Structured questions
18
Structured answers
19
End of unit tests
Provide a summative assessment of
students’ knowledge and understanding at
the end of a sequence of lessons.
Uses Progress escalator levels as a guide
Students (and teachers) can track progress
through the test.
20
End of unit tests
The main test comprises of a series of
questions carefully sequenced to
increase in difficulty
The more questions a student answers,
the more depth of understanding is
required.
21
End of unit test
22
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
23
Command words
Common command words such as
‘state’, ‘describe’, ‘explain’, ‘use’
and ‘compare’, allow the
meanings to be explored and
practised.
24
Marking guides provide pointers on
assessing and developing important
GCSE skills, such as explaining
science in context and practising
written communication in the long
answer questions
25
Six mark questions
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 sixmark, written communication question
format
26
Six-mark question
27
Six-mark answers
28
Quality of Written
Communication
The detailed marking guides explain the
level of scientific knowledge and the
quality of written communication
required to achieve marks.
Closely modelled on the information
provided by GCSE awarding bodies in
relation to past examinations
29
End of year test
This assesses students’ knowledge and
understanding across the three science
disciplines at KS3.
It is modelled on a full GCSE examination
paper, with three sections that each
comprise shorter questions gradually
increasing in difficulty followed by a sixmark question.
30
What about working
scientifically?
Focus on the skills common to all GCSE
specifications in the KS4 PoS:
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)
31
Working
scientifically TH3
Teacher’s Handbook 3 focuses on
the development of the procedural
skills of ‘being a scientist’
32
Teacher Handbook 3
Especially designed to deliver the Working
Scientifically elements
• Encourages progression 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
33
TH3 Structured
questions
• Develops skills and confidence in answering
longer questions with novel contexts.
• Supports students in remembering,
understanding and applying knowledge of
procedural science.
• Introduces concepts in different contexts so
that skills can be applied differently.
• Revisit particular tasks with different data
for analysis.
34
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 needed in
KS4.
35
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
36
• 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
37
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
38
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www.smart-learning.co.uk39