Abstract
In this contribution we outline how the York Science project is using a ‘backward design’ approach to teaching science to students aged 11–14. We then present some examples of formative assessment tasks and show how simple selected-response questions can be modified to provide teachers with detailed information about students’ ideas. Finally we indicate how such tasks can help promote active learning.
Highlights
York Science (Millar & Whitehouse, 2012) is a project based in the University of York, UK, which is developing a large package of resources to support the teaching of science to students age 11–14
A key component of the York Science resource package is a wide variety of assessment tasks and questions which can be embedded in normal classroom practice and provide evidence of successful learning, or of learning difficulties to which teachers can respond
It is pleasing that teachers are using the York Science materials as a model for devising their own Evidence of Learning Items (ELIs) sharing their ideas with the York Science project team and with other teachers. This is a comment from the teacher who thought of using Post-it stickers for ‘What can you see in the dark?’ (Figures 2 and 3) and went on to write her own similar ELIs for other topics: “The students enjoyed the hubbub of getting four post-it notes and sticking them to the part of the board that represented their answer
Summary
York Science (Millar & Whitehouse, 2012) is a project based in the University of York, UK, which is developing a large package of resources to support the teaching of science to students age 11–14. A key component of the York Science resource package is a wide variety of assessment tasks and questions which can be embedded in normal classroom practice and provide evidence of successful learning, or of learning difficulties to which teachers can respond. The positive impact of formative assessment on student learning has been well established, for example by Paul Black and Dylan Wiliam (1998a, 1998b). The York Science project is drawing on the research findings to inform the development of resource materials, with the aim of helping science teachers to incorporate effective formative assessment into their teaching
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