1. Richard Aplin richard.aplin@hants.gov.uk Dave Whittle david.whittle@hants.gov.uk Frank Fearn frank.fearn@hants.gov.uk Dave Dupontdavid.dupont@hants.gov.uk Pauline Pattersonpauline.patterson@hants.gov.uk Hampshire Inspection and Advisory Service Applying the experiential model to assessment

2. Assessment drives teaching and learning…….we value what is assessed

3. Our aims: 1.Focus teaching and learning upon ‘finding explanations’ 2.Develop AfL practice to help students get better.

4. We believe there is no alternative to …….. open ended investigations, where the pupil does not know the answer to the problem, where there are different ‘routes’ to the solution, where data is ‘messy’ so pupils need to make their own decisions. (Ros Roberts and Richard Gott, Education in Science, 230, Nov 2008)

5. The experiential model of professional development

6. Great fun…. …. but where’s the improvement?

7. Practice alone did not lead to much improvement

8. SkillLevel 3Level 4Level 5Level 6Level 7 Hypothesising and concluding Observations and patterns explained using cause and effect. Observations and patterns explained using scientific vocabulary and conventions. Observations and patterns beginning to be explained using key ideas and models. Observations and patterns explained using key ideas and models, and evaluating strengths and weaknesses of different models. Observations and patterns explained using more than one key idea or model. Predicting Make a prediction based upon comparative experience. Make prediction based on cause and effect hypothesis Make predictions based upon hypothesise using scientific conventions and vocabulary Make predictions based upon hypothesise using key ideas and models Recognise limitations of predictions based upon hypothesise using key ideas and models Planning and Gathering evidence. Typical features at this level are: Use simple text to find info. Select info from provided sources Seek to identify info from range of sources Critically select info from range of sources effectively. Synthesise info and data from more than one source. With help carry out a fair test or other appropriate method to find an answer Vary one factor while keeping others the same. Identify and control key factors to be considered.  Uses a range of equipment  Use standard measure.  Select appropriate equipment  Make adequate observations and measurements  Select from range of equipment to allow for observations and measurements with appropriate precision.  Independently repeat measurements and observations. Justify if have sufficient obs. and measurements for task.  Recognise when have sufficient data to investigate complex situations where variable can’t be controlled  Work out what extra data will need to be gathered to improve the validity of the conclusion. Recording and interpreting data  Use standard measure.  Record in tables, charts and simple keys  Make some generalisations from patterns in data  Plot points in line graph given axis and scales  Describe patterns in graphs and data form own and others work.  Design appropriate tables for the data.  Convert tables to line graphs requiring simple scales Choose scales for graphs and diagrams effectively taking into account the precision of recording.  Extrapolation of line graphs for purpose.  Mathematically analysing line graphs for a purpose Evaluating  Explain why test is fair or not.  Suggest ways to improve work Suggest improvements to work and give reasons  Offer simple explanations for variation in repeated obs or measurements.  Suggest improvements to work, giving reasons, and practical suggestions.  Decide how to deal with anomalous results.  Suggest improvements to work, (giving reasons, and practical suggestions) and make evaluative judgements about them.  Identify limitations with secondary data  Consider if data is of sufficient quality to justify the conclusion.

9. Progression in science – our foundations There are some powerful ideas that help us ‘find explanations’, we want students to learn to use them.There are some powerful ideas that help us ‘find explanations’, we want students to learn to use them. We want students to have available an increasing number of these ideas and use them increasingly effectively in ‘finding explanations’.We want students to have available an increasing number of these ideas and use them increasingly effectively in ‘finding explanations’.

10. What are the ideas how should students use these ideas to tackle problems? Inductive reasoning Deductive reasoning Applying conceptual ideas and models to make predictions and hypothesise Applying ideas about evidence, to gather good enough evidence, and evaluate ideas drawn from evidence.Applying ideas about evidence, to gather good enough evidence, and evaluate ideas drawn from evidence. Skills required to organise and interpret evidenceSkills required to organise and interpret evidence

11. LevelDescriptor 8Confidently uses important ideas to tackle complex problems 7Begins to use important ideas to tackle complex problems 6Confidently uses important ideas in tackling problems 5Begins to use important ideas in tackling problems Confidently uses important ideas in tackling problems Begins to use important ideas to tackle complex problems Confidently uses important ideas to tackle complex problems

12. Students take the line of least resistance Blood splats! 1.Students compare crime scene splats with splats caused by different implements and identify the likely weapon……. Not complex 2.Students shown blood splats on the floor and asked to try and give the police some idea about how tall the villain was….. Potentially complex.

13. The model of progression has: Helped teachers plan more engaging and challenging lessons.Helped teachers plan more engaging and challenging lessons. Supported teachers in judging the quality of what students do.Supported teachers in judging the quality of what students do. Made more apparent what students can’t do and therefore helped to identify next steps.Made more apparent what students can’t do and therefore helped to identify next steps.

14. AfL and the experiential model 1.When identifying next steps in learning approach it from the point of view of a scientist. (Scientists try and ‘find explanations’) 2.How would you tackle this piece of work differently from this student? 3.What is it that is holding this student back? 4.What needs to happen next?

15. How does the height of a ramp affect the speed of a trolley?

17. What have we found out here?

18. Next steps: Consideration of methods to reduce measurement errors in such an investigation, such as using data loggers and light gates. Graph extrapolation exercises to predict results from an established relationship between two variables

19. Challenges Time for teachers to work together!Time for teachers to work together! Incorporating APPIncorporating APP How do we measure creativity in science?How do we measure creativity in science?