Science - Ways of Assessing
The Ways of assessing also complements the Principles of assessment contained in the Western Australian Curriculum and Assessment Outline. The assessment principles and reflective questions support teachers in reflecting on their practice in relation to each of the assessment principles. Here teachers will find:
- background information for each principle
- reflective questions
- guidance for addressing the principle within their assessment practice.
Refer to the Western Australian Curriculum and Assessment Outline for further guidance on assessment principles, practices and phases of schooling.
The following list provides examples of assessment strategies that assist teachers to understand where students are in their learning. The list is not exhaustive, and teachers are encouraged to make professional decisions about which ways of assessing student learning best suit their classroom context. Assessments should be based on the integration of a variety of types and sources of evidence. It is not expected that all these assessment types should be used.
Students plan and conduct an investigation, either individually or in groups, to propose questions; collect data; process, model and analyse their data; and communicate their findings through methods such as a formal scientific report, science poster, video or oral presentation.
Students participate in a practical activity individually or as a small group to explore science concepts. They could complete a practical report, respond to questions or demonstrate science skills that may be observed.
Students participate in activities and make observations during actual and virtual fieldwork.
Students keep a chronological record of activities undertaken during an investigation or fieldwork in the form of a logbook. These activities include ideas, planning, thoughts, qualitative and quantitative observations, investigation progress and a draft final report. A logbook can also be used to record a student’s contribution to the group.
Students demonstrate science understandings and skills through tables, graphs, diagrams, graphic organisers, models, simulations, posters, infographics, brochures and digital media.
Students explore a topic or question related to the context they are studying. They analyse and synthesise information from a variety of sources to explain the relevant scientific concepts involved and may describe its impact and/or influence on society. Students communicate their findings through methods such as a scientific article, poster, report, magazine article, news article, podcast or multimedia presentation.
Students analyse articles which may include outlining scientific principles, identifying scientific inconsistencies from different forms of media, comparing data and drawing conclusions.
Students process, model, interpret and analyse primary and/or secondary data to make predictions, identify relationships, draw conclusions and make recommendations.
Teachers observe and document student learning using anecdotal notes, checklists, photographs and videos to record observations of student understandings, processes and skills.
Teachers put together collections of student work that provide long-term documentation of student progress and achievement. Portfolios may contain a variety of work undertaken by students.
Students demonstrate learning through written or verbal responses to questions such as multiple-choice, short answer or extended answer.
Teachers hold discussions or interviews with students that are conducted via face-to-face or digital methods.
Students demonstrate learning via role-play, speeches, simulations, debates, podcasts and structured discussions.
Students write self-reflections of their achievement and progression towards goals.
Students work as individuals, or in pairs or groups to provide evaluative feedback on a performance or activity.
Students provide personal responses to learning activities, experiences and understandings. They can be used to document their learning over a long-term project.