Assessment is primarily a matter of judgement rather than measurement, yet for too long the nation has been pretending that pupils' attainment and measurement can be measured in increasingly fine detail (one APS "point" being one sixth of an original National Curriculum level). The lack of validity and reliability of this approach…

This article discusses how Assessing Pupils' Progress (APP) can be turned into more of a tool for formative assessment. It describes an approach called "APPREND" as a set of APP-based tools for formative assessment. The author provides a glimpse of how APPREND tools can help. (Contains 2 tables.)

The ASE welcomed the removal of the Key Stage 3 tests for England. The change gives teachers in England greater flexibility when planning courses and promotes a wide range of curriculum opportunities for pupils aged between 11 and 14. It will increase children's engagement with science, by encouraging a wider variety of learning and assessment…

What began as formative assessment, now also known as assessment for learning (AfL), is a set of ideas and practices that has--for an educational innovation--an unusually good research pedigree. In the past decade, these ideas and practices have been incorporated into national education policies in all four countries of the UK, although with…

The first part of "Assessment for Learning" ("EiS", February 2009) summarised some of the research that led to the recognition of the benefit to be had from formative assessment. As noted there, hardly any of the studies had been carried out in normal classrooms, leaving questions over how to translate the general strategies…

In this article, the author describes the ASE Annual Conference 2010 which was held at Nottingham after a gap of 22 years. As always, the main conference was preceded by International Day, an important event for science educators from across the world. There were two strands to the programme: (1) "What works for me?"--sharing new ideas…

There is a long-standing tension in science education between studying topics of relevance in students' everyday and future lives and formal courses structured for progressive development of key concepts and knowledge. It applies to some degree at all stages of school education, but more starkly at the secondary level than primary and has surfaced…

It is widely recognised that rapidly received feedback on assessment tasks has an important role to play in underpinning student learning and encouraging engagement. Within the Open University (OU), increasing use is being made of interactive computer-marked assignments (iCMAs), alongside more conventional tutor-marked assignments (TMAs). OU…

The idea of assessment driving the curriculum and the importance of assessing students constantly instead of using only standardized tests are discussed. Informal observations used by teachers as a way of assessing student progress is emphasized. The United Kingdom's National Curriculum assessment program are described. (KR)

Highlights the issues of moderation of teacher judgments for accountability and moderation for achieving consistent assessments. Discusses the meaning of moderation, the need for moderating teacher judgments, approaches to moderation, methods of moderation, and most appropriate methods of moderation at Key Stage 3. Presents an approach to…

Describes the development of new laboratory-based assessments to promote the professional development of technicians in education. Discusses defining standards, the new Scottish/National Vocational Qualifications, and awarding Arrangements. (JRH)

Presents some of the preliminary results of a survey study about the use of both the revised publications and GCE O-Level examinations for Nuffield Chemistry in 495 British schools and colleges in 1979. (HM)

Briefly summarizes the proceedings of a meeting to consider the implications of assessment for both secondary and tertiary chemical education. (PEB)

Reports on course revisions made on the basis of input from discussions with chemistry teachers and pupils, a questionnaire administered to chemistry teachers in 200 schools, and details of the performance of candidates on the Nuffield 0-Level examination. Revised materials include materials for the pupil, for the teacher, and the exam. (GS)

Introduces a website that is used to present information, text, and images about science teaching dating from 1901 to the present. Topics include the subject teaching associations; the science classroom; science teachers; the science curriculum; pupils' work in science lessons; and science teaching, learning, and assessment. Describes the benefits…