This report, published in 2009, is based on a seminar held in London in 2008 at the Nuffield Foundation. It discusses why teaching ethics in science is important and examines approaches to the assessment of ethics in science considering key issues, such as the importance of ethical debate in science classes, the...

Assessing Nuffield Co-ordinated Sciences was written in the early days of the GCSE and balanced science qualifications as a guide for the many teachers involved in teaching Nuffield Co-ordinated Sciences. The book was part of a series about assessment commissioned by...

Produced in 2009-2010, Assessing Pupils Progress (APP) was produced by the Qualifications and Curriculum Authority (QCA) and is a structured approach to periodic assessment, written to enable teachers to use diagnostic information about students’ strengths and weaknesses and to track students’ progress.

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Assessing Pupils Progress (APP) was produced by the Qualifications and Curriculum Authority (QCA), and Capita (under contract to the Department for Children, Schools and Families) and is a structured approach to periodic assessment, written to enable teachers to: *use diagnostic information about students’...

Part of the Assessing Pupils' Progress (APP) collection, these resources present the criteria for assessing progress in students’ understanding of science at Key Stage Three.

[b]Structure[/b]
These guidelines/criteria are to help teachers assess progress in students’ work across five strands of...

APP Standards Files exemplify student work at different levels. Each Standards File includes:

*examples of evidence generated from students’ work in science, which have been assessed to exemplify the APP approach and show national standards

*commentary on the evidence for each AF, which leads to a...

Guidance for teachers on the thinking behind the use of Assessing Pupils Progress (APP) in secondary science at Key Stage Three. This handbook stresses the 'periodic' nature of the assessment possible using APP, as opposed to day-to-day and transitional assessments.

[b]Contents[/b]
This booklet...

Published by the Teacher Training Agency, these assessment materials provide an opportunity for schools and individual teachers to identify areas of subject knowledge which need further training and development. Developed by teams including teachers, inspection and advisory staff and higher education tutors, they...

From the science QCA, QCDA and Ofqual collection, these resources are materials and guidance produced to assess student performance in the various key stages and examinations.

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Produced by the Learning Skills Improvement Service (LSIS), this case study tackles the themes of progression through STEM and assessment for learning in A2 biology. By SRC Bede Sixth Form College, it describes how the following were investigated:
* Learners’ perceptions of the effectiveness of comment-only...

These National Strategies materials were produced as taught CPD sessions for science teachers, and later as self study units, on Assessment for Learning in science.

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National Strategies teacher self-study units were devised to help science teachers develop an understanding of the key elements of Assessment for Learning and how it might affect their practice.

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This resource provides Key Stage Three National Strategy training materials to run a day session with science teachers to help them develop an understanding of the key elements of Assessment for Learning and how it might affect their practice.

The Assessment of Performance Unit (APU) was set up in 1975 within the Department of Education and Science (DES) to promote the development of methods of assessing and monitoring the achievement of students at school, and to seek to identify the incidence of under...