Assessment at KS3 for the New GCSEs Dr Alex Holmes ASE 2016 Saturday 9 th T184 Overview How can Key Stage 3 assessment models best prepare students for new-style GCSEs? Practical ideas and resources on linking the new GCSEs to KS3 teaching 3 New GCSEs In the new Science GCSE, there is an expectation that science is taught in progressively greater depth over the course of KS3 and KS4. 4 Key Ideas of GCSE science concepts Models and theories are used to make sense of natural phenomena Every effect has one or more cause Change is driven by differences and interactions between objects and systems Interactions can occur over distance and time without direct contact 5 Key Ideas of GCSE science procedure Understanding the cycle of hypothesis, practical experimentation, observation, theory development and review Establishing that quantitative analysis is central to theory and scientific methods 6 GCSE students should develop: scientific knowledge and understanding about key concepts in biology, chemistry and physics 7 Procedural understanding about Processes and methods of enquiry Different forms of scientific enquiries Application of observational, practical, modelling, enquiry and problem-solving skills GCSE students should develop: 8 the ability to evaluate scientific claims by critical analysis of the methodology, evidence and conclusions GCSE students should develop: 9 Smart Science KS3 Assessment model 10 Smart Science KS3 Assessment Assessment sheets find out where a pupil is starting from. The end of unit test reflects where the pupil is heading. The end of year test consolidates all learning and encourages pupils to revisit topics. 11 Assessment sheet 12 Progress escalator the journey guide The progress escalator builds on the old National Curriculum levels for setting targets and recording progress. 13 Attainment bands and progress escalators Learning (old levels 3 and 4): recall and describe Mastering (old levels 5 and 6): apply knowledge Expanding (old levels 7 and 8): synthesise knowledge. 14 GCSE grade flight path Projected estimate to equivalent GCSE grade. DfE recommendation of 3 levels of progress from KS2 to KS4. 15 Remember Understand Apply Analyze Evaluate Create Revised by Anderson & Krathwohl, 2001 Blooms Taxonomy 16 Smart Science assessment Help teachers determine whether pupils are making adequate progress or meeting expected targets. Test content not limited to mirroring scheme of work, so less teaching to the test and more application of ideas as determined by Blooms taxonomy. 17 Structured questions These are specifically designed to address the thinking and development of structured answers to written questions Initial questions have a high degree of structure Development of skills in answering sections of a question 18 Structured questions 19 Structured answers 20 End of unit tests Provide a summative assessment of students knowledge and understanding at the end of a sequence of lessons. Uses Progress escalator levels as a guide Students (and teachers) can track progress through the test. 21 The main test comprises of a series of questions carefully sequenced to increase in difficulty The more questions a student answers, the more depth of understanding is required. End of unit tests 22 End of unit test 23 Developing confidence in approach to GCSE exams Summative tests mirror a section of a typical GCSE examination paper, with shorter questions gradually increasing in difficulty. The tests also encourage students to demonstrate their breadth and depth of knowledge and application 24 Command words Common command words such as state, describe, explain, use and compare, allow the meanings to be explored and practised. 25 Marking guides provide pointers on assessing and developing important GCSE skills, such as explaining science in context and practising written communication in the long answer questions 26 Six mark questions The End-of-Unit and End-of-KS3 tests contain six-mark questions designed to test the content of Key Stage 3, but in a style that closely mirrors the GCSE six- mark, written communication question format 27 Six-mark question 28 Six-mark answers 29 Quality of Written Communication The detailed marking guides explain the level of scientific knowledge and the quality of written communication required to achieve marks. Closely modelled on the information provided by GCSE awarding bodies in relation to past examinations 30 End of year test This assesses students knowledge and understanding across the three science disciplines at KS3. It is modelled on a full GCSE examination paper, with three sections that each comprise shorter questions gradually increasing in difficulty followed by a six- mark question. 31 What about working scientifically? Focus on the skills common to all GCSE specifications in the KS4 PoS: Working scientifically 1.Development of scientific thinking 2.Experimental skills and strategies 3.Analysis and evaluation 4.Scientific vocabulary, quantities, units, symbols and nomenclature (DfE 2015) 32 Working scientifically TH3 Teachers Handbook 3 focuses on the development of the procedural skills of being a scientist 33 Teacher Handbook 3 Especially designed to deliver the Working Scientifically elements Encourages progression of knowledge, good practice and maturity required for the Working Scientifically at GCSE As part of pupils progress, inspectors will consider the growth in pupils security, breadth and depth of knowledge, understanding and skills. Ofsted Handbook, 2015 34 TH3 Structured questions Develops skills and confidence in answering longer questions with novel contexts. Supports students in remembering, understanding and applying knowledge of procedural science. Introduces concepts in different contexts so that skills can be applied differently. Revisit particular tasks with different data for analysis. 35 End-of-KS3 test The coverage of the End-of-KS3 test is both skills- and knowledge-based. Students should expect to recall and apply their knowledge across the three science disciplines, as needed in KS4. 36 End-of-KS3 test Challenges students to explain unfamiliar methods, concepts or contexts Pupils need to demonstrate their ability To recall scientific concepts, To draw parallels with familiar models To synthesise knowledge across topics or disciplines To write in coherent, well-structured and correct English 37 Smart Science can assess pupils understanding of a topic, helping to identify the gaps in knowledge or understanding Helps build up a bigger picture about pupils understanding of concepts and ideas and in doing so allows teachers to identify individual needs 38 Final words The new national curriculum is founded on the principle that pupils have a secure understanding of key ideas and concepts before moving onto the next phase of learning. Smart Science includes many different aspects that allow a depth of understanding to develop prior to starting on the new GCSE course 39TELEPHONE @smartenglishsl ADDRESS Smart Learning Ltd Unit 4A Follifoot Ridge Business Park Pannal Road, Harrogate, HG3 1DP