In-Service Teacher Training
Assessment in IGCSE Chemistry 0620
Session 1: Introduction to the Syllabus
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Welcome
• Introductions
• Background
• Aim of training
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Session 1 looks at:
• Syllabus aims
• The structure of the syllabus
• Assessment objectives
• The development of different skills
• The difference between formative and
summative assessment
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Aims of the syllabus (1):
Relevance and application
• Relevance of chemistry to everyday life
• The social and economic aspects of
chemistry
• The application of chemistry in solving
problems
• Ethical and cultural influences
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Aims of the syllabus (2):
Practical skills
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Carrying out experiments
Inventiveness
Following instructions
Accuracy and precision
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Aims of the syllabus (3):
Communication and objectivity
• Communication skills are important in
everyday life
• Objectivity is an important part of science
• Science has some limitations and does not
always provide answers
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Structure of the syllabus (1):
Overall structure
• There are 14 sections covering
physical, inorganic and organic
chemistry
• Some sections are divided into
subsections
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Structure of the syllabus (2):
Overall structure
• The Core curriculum is applicable to
all students
• The Extended curriculum builds on
the core material and the relevant
sections are placed next to each
other
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Structure of the syllabus (3):
Overview of curriculum content
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1 Particles (C + S))
2 Experimental techniques (C + S))
3 Atomic structure and bonding (C + S)
4 Stoichiometry (formulae and equations)
(C+ S)
• 5 Electricity and chemistry (C + S)
• 6 Chemical changes (energetics) (C + S)
• 7 Chemical reactions (rates and equilibrium)
(C + S)
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Structure of the syllabus (4):
Overview of curriculum content (2)
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8 Acids, bases and salts (C + S)
9 The periodic table (C + S)
10 Metals (reactivity, metal extraction) (C+S)
11 Air and water (including gaseous
pollutants) (C + S)
• 12 Sulphur (S)
• 13 Carbonates (C)
• 14 Organic chemistry (alkanes, alkenes,
alcohols, acids & macromolecules) (C + S)
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Structure of the syllabus (5):
Core and Supplement
• What extra knowledge is required for the
Supplement?
• What extra skills are required for the
Supplement?
• Are there any parts of the Supplement and
Core which overlap?
• Do certain topics appear in more than one
of the sections 1-14?
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Assessment objectives (1):
General assessment objectives
Assessment objective
Weighting
• Knowledge with understanding
50%
• Handling information and
problem solving
30%
• Experimental skills
20%
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Assessment objectives (2):
The scheme of assessment
Paper
• Paper 1
(multiple choice)
• Paper 2 (theory)
Weighting
30%
Discriminating Core or
grades
Extension
C-G
C
50%
C-G
C
50%
20%
A-D
*
C + E (theory)
C
OR
• Paper 3
• Papers 4 or 5 or 6
(practical)
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Assessment objectives (3):
Paper 2 or Paper 3?
• Paper 2 is based on the Core curriculum (80 marks)
 Paper 2 targets C-G candidates
• Paper 3 is based on the Extended curriculum (60 marks)
plus 20 marks targeted at the Core curriculum
 Paper 3 targets A-C candidates
• Which paper should be chosen?
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Assessment objectives (4):
Practical assessment
• Paper 4 Coursework
• Paper 5 Practical Test
• Paper 6 Alternative to Practical
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Assessment objectives (5):
The importance of practical work
Candidates need to be able to:
• Understand how to carry out practical
procedures
• Record readings and construct tables of
data
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Assessment objectives (6):
The importance of practical work
Candidates need to be able to:
• Undertake tests for gases and ions
• Identify sources of error
• Suggest suitable techniques and apparatus
for an investigation
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Assessment objectives (7):
Coursework (Paper 4)
• There are 4 strands:
• C1 Using and organizing techniques,
apparatus and materials
• C2 Observing, measuring and recording
• C3 Handling experimental observations
and data
• C4 Planning investigations
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Assessment objectives (8):
The role of teachers in practical work
• Provide students with opportunities to develop their practical
skills
• Produce and assist with subjects for investigations
• Sources of information
• Advise students in the practicality of schemes they have
chosen
• Suggest length of time and general treatment of the problem
• Exercise continuing supervision of the assessment
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Formative assessment (1):
Formative and summative assessment
• Summative assessment involves terminal testing and
interim testing
• There is no individual feedback on summative
assessments that involve public examinations
• Formative assessment involves assessing student
progress on a regular basis
• There is always feedback to the student in formative
assessment
• The feedback from formative assessments are used by
the students to improve their performance
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Formative assessment (2):
The nature of formative assessment
• Formative assessment involves an
interaction between the student and
teacher
• The teacher is able to assess progress, for
example by feedback on tests etc.
• True formative assessment encourages
improvement in performance
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Formative assessment (3):
Ways of assessing progress
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Marking
Feedback on tests
Answers given to verbal questions
Target setting
Student self evaluation
Closing comments