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ERIC Number: EJ1155068
Record Type: Journal
Publication Date: 2016-Sep
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0036-6811
Fostering Classroom Assessment in Science: The Importance of Transitions
Harrison, Chris
School Science Review, v98 n362 p66-73 Sep 2016
When teachers ask questions or devise activities that encourage pupils to talk, they set up opportunities for assessment. To act on these data, teachers need to convert judgements into decisions about next steps and guidance for pupils on how best to move their learning forward. This is a complex process that requires skill and action, both for the teacher and the pupils. This article considers how classroom assessment functions for science in classrooms in England. It explores some of the opportunities and dilemmas that might occur in the current and developing school assessment frameworks in an attempt to raise issues that teachers might need to consider as they implement new assessment systems in their classrooms.
Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A