Indirect Assessment of Practical Science Skills: Development and Application of a Taxonomy of Written Questions about Practical Work
Saved in:
| Title: | Indirect Assessment of Practical Science Skills: Development and Application of a Taxonomy of Written Questions about Practical Work |
|---|---|
| Language: | English |
| Authors: | Frances Wilson, Stuart Shaw, Neil Wade, Sarah Hughes, Sarah Mattey |
| Source: | Research Matters. 2019 (27):9-15. |
| Availability: | Cambridge University Press & Assessment. Shaftesbury Road Cambridge CB2 8EA. Tel: 44-1223-553311; e-mail: directcs@cambridge.org; Web site: https://www.cambridgeassessment.org.uk/our-research/all-published-resources/research-matters/ |
| Peer Reviewed: | N |
| Page Count: | 7 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Science Education, Skill Development, Concept Formation, Evaluation Methods, Science Instruction, Learning Activities, Taxonomy, Stakeholders, Secondary Education, Foreign Countries |
| Geographic Terms: | United Kingdom |
| ISSN: | 1755-6031 |
| Abstract: | Practical work may be assessed using many different forms of assessment, including coursework projects, practical exams and written questions in exams. In this article, the authors focus on the evaluation of one method for the assessment of practical science: written exam questions. Although individual syllabuses and curricula state the skills and knowledge which should be assessed in a specific qualification (e.g., the assessment of how observations are recorded, measured and estimated), currently there is no framework for categorising the skills and knowledge assessed using written questions about practical work which has been designed to be used to compare different qualifications, and used in different contexts. This article describes a study in which the development of a taxonomy is first described, then its application in evaluating current science qualifications explored. Overall feedback from stakeholders, as well as comments on the taxonomy collected during a "Science Forum" organised by a UK AO, contributed to the refinement of the statements and explanations to produce the final taxonomy. Assessment specialists/forum participant contributed to a number of adjustments to the taxonomy. |
| Abstractor: | ERIC |
| Entry Date: | 2024 |
| Accession Number: | EJ1418759 |
| Database: | ERIC |
| Abstract: | Practical work may be assessed using many different forms of assessment, including coursework projects, practical exams and written questions in exams. In this article, the authors focus on the evaluation of one method for the assessment of practical science: written exam questions. Although individual syllabuses and curricula state the skills and knowledge which should be assessed in a specific qualification (e.g., the assessment of how observations are recorded, measured and estimated), currently there is no framework for categorising the skills and knowledge assessed using written questions about practical work which has been designed to be used to compare different qualifications, and used in different contexts. This article describes a study in which the development of a taxonomy is first described, then its application in evaluating current science qualifications explored. Overall feedback from stakeholders, as well as comments on the taxonomy collected during a "Science Forum" organised by a UK AO, contributed to the refinement of the statements and explanations to produce the final taxonomy. Assessment specialists/forum participant contributed to a number of adjustments to the taxonomy. |
|---|---|
| ISSN: | 1755-6031 |
