ERIC Number: ED243712
Record Type: RIE
Publication Date: 1984
Reference Count: 0
Science at Age 13. Assessment of Performance Unit. Science Report for Teachers: 3.
Murphy, Patricia; Schofield, Beta
This report presents some of the results of two national surveys which assessed the performance of 13-year-old students in science. It includes an outline of the assessment framework; some of the questions which were written to match it; a description of how well, and how differently, students responded to the questions; and suggests how the information might be used. The 1980 survey involved 448 English schools while the 1981 survey, which included Wales and Northern Ireland, involved a total of 556 schools. Performance of the 13-year-olds as a whole (represented by mean scores) rather than performance of individual students was the focus in each survey. Areas assessed included: use of graphical and symbolic representation; use of apparatus and measuring instruments; making and interpreting observations; interpreting presented information and applying biology, chemistry, and physics concepts; planning parts of and entire investigations; and performing entire investigations. Among the reported results are those indicating that: (1) although differences exist in some areas, performance levels of boys and girls are similar; (2) there appears to be a mismatch between student performance and expectations implicit in science curriculum materials; and (3) estimating quantities and describing relationships appear to be difficult for many students. (JN)
Descriptors: Academic Achievement, Biology, Chemistry, Foreign Countries, National Surveys, Physics, Process Education, Science Curriculum, Science Education, Science Experiments, Science Instruction, Scientific Concepts, Secondary Education, Secondary School Science, Sex Differences
Association for Science Education, College Lane, Hatfield, Hertfordshire, England, AL 10 9AA (1.00 pound each, 3.75 pounds for 5 copies; inclusive of postage and handling).
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: Association for Science Education, Cambridge (England).
Identifiers: Great Britain