Describes work on the issue of self- and peer-assessment by twelve science teachers in six schools in London and draws on the teachers' written accounts. Describes the rationale and the practices developed as well as whether or not the new classroom methods described are practicable. (Author/MM)

Describes some outcomes of a project in which teachers from six schools developed formative assessment in their science classrooms. Discusses three main areas of work: (1) questioning in classroom dialogue; (2) quality of such questions; and (3) feedback on homework. Indicates that teachers saw that the changes were transferring more of the…

Draws on a review of literature about the use of formative assessment in the classroom. Provides a brief overview of the evidence, both quantitative and qualitative, of the quality of teachers' classroom-assessment practices. Contains 23 references. (DDR)

Offers perspectives on the need for secondary science curriculum reform. Discusses curriculum issues in terms of four stages which include: the nature of science; principles of curriculum design; pupils needs and entitlements; and practical proposals for exploring curriculum models. (ML)