The Implementation of Criterion‐referenced Assessment in the Teaching of Science

Abstract

Suffolk Co‐ordinated Science is a 3 year General Certificate of Secondary Education (GCSE) course which uses criterion referenced assessment of skills, knowledge and understanding. The consistency of achievement by pupils and implementation by teachers of the assessment system were examined using the year 10 population of two schools. Test results and skill data were analysed and views of teachers and pupils were canvassed using questionnaires and interviews. Findings indicated that there was consistency in implementation in major areas, but diversity within the detail of implementation, particularly in relation to skill assessments. Formative and diagnostic feedback was not communicated to pupils as extensively as possible. Pupils and teachers were generally positive towards these methods of assessment. There was some sex bias in aspects of the system, females performing better on skill assessments than males. The tests were not necessarily of equivalent difficulty across all modules. The findings have implications for the large scale implementation of similar assessment schemes.