Embedding assessment within primary school science: a case study

Edited book (chapter)

Fitzgerald, Angela and Gunstone, Ricahrd. 2013. "Embedding assessment within primary school science: a case study." Corrigan, Deborah, Gunstone, Richard and Jones, Alister (ed.) Valuing assessment in science education: pedagogy, curriculum, policy. Netherlands. Springer. pp. 307-324
Chapter Title

Embedding assessment within primary school science: a case study

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID3337
Book TitleValuing assessment in science education: pedagogy, curriculum, policy
AuthorsFitzgerald, Angela (Author) and Gunstone, Ricahrd (Author)
EditorsCorrigan, Deborah, Gunstone, Richard and Jones, Alister
Page Range307-324
Chapter Number16
Number of Pages18
Year2013
PublisherSpringer
Place of PublicationNetherlands
ISBN9789400766679
9789400766686
Web Address (URL)https://link.springer.com/chapter/10.1007%2F978-94-007-6668-6_16
Abstract

The reluctance of primary school teachers to teach science in their classrooms is well documented with issues such as limited science content knowledge and low levels of confidence in teaching the subject matter cited as key deterrents. The barriers posed by these issues often result in primary school teachers implementing occasional science lessons that pique their students' interest, but not extending these lessons to promote the development of strong conceptual understandings or monitoring what learning has occurred. However, this is not the case in all primary school classrooms. This chapter documents the approach used by one teacher, Lisa, to create a coherent set of science learning experiences to meet the learning needs of her students as well as piquing their interest. This case study focuses on her use of assessment. Through embedding assessment into her science teaching and learning approaches, Lisa was able to monitor the development of her students' science ideas, use evidence gathered from her students to inform her own practice and engage her students in assessment as part of their learning experience rather than the much more common approach of treating assessment as an additional or separate process. As Lisa's story unfolds over the chapter, the significant role that assessment can play in developing and strengthening science teaching and learning in primary classrooms is highlighted.

Keywordsscience teaching; conceptual understanding; formative assessment; Primary school teacher; summative assessment
ANZSRC Field of Research 2020390304. Primary education
390113. Science, technology and engineering curriculum and pedagogy
390402. Education assessment and evaluation
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Byline AffiliationsMonash University
Institution of OriginUniversity of Southern Queensland
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