A written test for procedural understanding: a way forward for assessment in the UK science curriculum?

Abstract

A recent UK House of Commons report on Science 14–19 identified problems with coursework and argued for a greater emphasis on teaching and assessment of scientific literacy. This paper describes a written test for procedural understanding, given to 15 year olds, that addresses both of these issues. Comparisons are made between the scores on a written test of procedural understanding with both assessments made of subject knowledge and pupil accounts of investigations. The potential advantages of assessing procedural understanding by written tests are discussed.

Notes

* Corresponding author: School of Education, University of Durham, Leazes Road, Durham DH1 1TA, UK. Email: [email protected]

Additional information

Notes on contributors

Ros Roberts *

* Corresponding author: School of Education, University of Durham, Leazes Road, Durham DH1 1TA, UK. Email: [email protected]