Transcript Hampshire Inspection and Advisory Service, Science Team

Hampshire Inspection and Advisory Service
Applying the experiential
model to assessment
Richard Aplin
[email protected]
Dave Whittle
[email protected]
Frank Fearn
[email protected]
Dave Dupont
[email protected]
Pauline Patterson
[email protected]
Assessment drives teaching
and learning…….we value
what is assessed
Our aims:
1. Focus teaching and learning upon
‘finding explanations’
2. Develop AfL practice to help
students get better.
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)
The experiential model of
professional development
Great fun….
…. but where’s the
improvement?
Practice alone did not lead
to much improvement
Skill
Level 3
Level 4
Level 5
Level 6
Level 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:
Typical features at this
level are:
Typical features at this
level are:
Typical features at this level
are:
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.
Progression in science – our foundations
• 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’.
What are the ideas how should students
use these ideas to tackle problems?
Deductive reasoning
Applying conceptual
ideas and models to
make predictions and
hypothesise
Inductive reasoning
• Applying ideas about
evidence, to gather
good enough evidence,
and evaluate ideas
drawn from evidence.
• Skills required to
organise and interpret
evidence
Level
8
7
6
5
Descriptor
Confidently uses important
ideas to tackle complex
problems
Begins to use important ideas
to tackle complex problems
Confidently uses important
ideas in tackling problems
Begins to use important ideas in
tackling
problems
in tackling
problems
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.
The model of progression has:
• Helped teachers plan more engaging
and challenging lessons.
• 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.
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?
How does the height of a ramp
affect the speed of a trolley?
What
have we
found out
here?
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
Challenges
• Time for teachers to work
together!
• Incorporating APP
• How do we measure creativity in
science?