Embedding assessment within primary school science: a case study

Fitzgerald, Angela and Gunstone, Ricahrd (2013) Embedding assessment within primary school science: a case study. In: Valuing assessment in science education: pedagogy, curriculum, policy. Springer Nature, Netherlands, pp. 307-324. ISBN 978-94-007-6667-9


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.

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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Permanent restricted access to Published Chapter, in accordance with the copyright policy of the publisher.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 18 Nov 2018 23:47
Last Modified: 19 Nov 2018 00:10
Uncontrolled Keywords: science teaching; conceptual understanding; formative assessment; Primary school teacher; summative assessment
Fields of Research : 13 Education > 1301 Education Systems > 130105 Primary Education (excl. Maori)
13 Education > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy
13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation
URI: http://eprints.usq.edu.au/id/eprint/35143

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