1. MakingConnections
Assessment

2. Assessment
Facilitator/s:
Date:

3. Workshop purpose
You are here to develop your knowledge and
understanding of the PrimaryConnections embedded
assessment processes and to experience their application
in PrimaryConnections curriculum units.

4. Workshop outline (90 minutes)
INTRO: Purpose, outline, outcomes
(5 mins)
ENGAGE: Capture participants’ interest and elicit ideas about assessment and
(20 mins) its purposes
EXPLORE: Explore assessment through teacher and student perspectives
(15 mins)
EXPLAIN: Explain the differences between diagnostic, formative and
(25 mins) summative assessment processes
ELABORATE: Apply questioning techniques in the embedded assessment
(15 mins) processes
EVALUATE: Summarise, reflect and evaluate
(10 mins)

5. Outcomes On completion of this module participants will be able to:
compare assessment 'for' learning, 'of' learning and 'as' learning
compare the purposes of diagnostic, formative and summative assessment processes
describe examples of assessment processes appropriate to each of the 5Es phases and embedded in PrimaryConnections curriculum units
describe appropriate questioning techniques for diagnostic, formative and summative assessment processes in PrimaryConnections.

6. Assessment ‘for’ learning
Gathering information about the gap between where the student is and needs to be.
Students learn best when they:
understand clearly what they are trying to learn and what is expected of them
are given feedback about the quality of their work
are given advice on how to make improvements
are fully involved in deciding what needs to be done next and who
can help if needed.

7. Assessment ‘of’ learning
Gathering and working with evidence to enable teachers and the wider assessment community to evaluate students’ progress.
Judgements about the extent and quality of student learning need to be:
based on sound criteria negotiated with and known to students
reliable and accurate.

8. Assessment ‘as’ learning
Reflecting on evidence of learning and the processes of learning.
Reflecting on the learning process helps students focus on:
what they have learned
how they have learned
what processes help them to learn.

9. Ongoing and embedded assessment
The PrimaryConnections 5Es teaching and learning model uses ongoing and embedded assessment to enhance teaching and learning.
PHASE
FOCUS
ENGAGE
Engage students and elicit prior knowledge
Diagnostic assessment
EXPLORE
Provide hands-on experience of the phenomenon
Formative assessment
EXPLAIN
Develop scientific explanations for observations and represent developing conceptual understanding
Consider current scientific explanations
ELABORATE
Extend understanding to a new context or make connections to additional concepts through a student-planned investigation
Summative assessment of the investigating outcomes
EVALUATE
Students re-represent their understanding and reflect on their learning journey and teachers collect evidence about the achievement of outcomes
Summative assessment of the conceptual outcomes
The primary purpose of school science education is to develop scientifically literate citizens with the skills to make informed decisions on issues of science, technology, the environment and their own health and well-being.
An important secondary purpose is to attract students into science related careers.
In order to achieve these goals, a strong foundation in primary school is necessary.
There is a lack of science being taught in Australian primary schools because many primary teachers lack confidence in their background knowledge and competence in teaching science.
We need a program that supports and encourages primary school teachers in teaching science.
We believe that Primary Connections, which was formerly known as the Primary Science and Literacy Project, is such a program. It links the teaching of science to the teaching of literacy in our primary schools and has received widespread support across the country.

10. Types of assessment
Diagnostic
Formative
Summative

11. Questioning
‘More effort has to be spent in framing questions that are worth asking: that is, questions which explore issues that are critical to the development of children’s understanding.’
Black, P. et al. (2003). Assessment for learning. UK, Open University Press.

12. Effective questioning
View Part Eight of Questioning Minds DVD
What are broad questions?
What are narrow questions?
What is the purpose of wait time?

13. Questioning and the 5Es model
ENGAGE: Broad questions that encourage students to discuss their ideas and experiences
EXPLORE: Questions that encourage students to discuss their ideas and to express common experiences
EXPLAIN: Focused questions that reinforce the explanations of the concepts
ELABORATE: Questions that help students understand the concept in a new situation
EVALUATE: Questions that assess students’ understanding.

14. Website assessment resources
Website resources are available in PDF and WORD format:
Assessment checklists
Assessment rubrics
Science journal/work sample tags
You have a sample set to examine.

15. In summary PrimaryConnections:
includes assessment practices for, of and as learning
uses diagnostic, formative and summative assessment processes embedded in the PrimaryConnections 5Es teaching and learning model
integrates appropriate questioning techniques in assessment processes
embeds assessment processes in exemplary curriculum units.