Assessment in Primary Science

The session on assessment in primary science focuses on evaluating the application of knowledge and skills by individual pupils. It encompasses what students are doing, the teacher's mission, the Science Coordinator's role, and wider reporting aspects. The overall goal of assessment in this context is to ascertain whether there is evidence that pupils can apply their scientific knowledge and skills effectively. The key components of assessment include both knowledge and skills, with knowledge being defined by the National Curriculum and lesson plans, and expressed through 'Can I?' statements. Skills are outlined as 'Working Scientifically' within the National Curriculum and are divided into three main areas by PZAZ: Planning Investigations, Gathering and Presenting and Analysing Data, and Critical Evaluation. Each skill is further broken down into weekly milestones for sub-skills.

For pupils, the assessment process involves demonstrating existing knowledge, identifying misconceptions, engaging in activities aligned with success criteria and lesson objectives, and having opportunities for self and peer assessment. Teachers are responsible for planning assessments before topics are taught, eliciting prior knowledge, focusing on learning gaps, and recording progress through various means such as observation and questioning. The Science Coordinator ensures that lesson sequences are known for each year group, class records are updated, intervention plans are in place, and a range of assessment strategies are used consistently. Collaboration between year groups and schools is encouraged to share best practices and maintain consistency in the assessment framework. Effective assessment involves several steps, from recognising existing knowledge to remedial action and summative testing, culminating in reporting. Success in assessment is characterised by pupil progress in each lesson, evidenced in various ways, with records of progress and necessary remedial action.