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ERIC Number: EJ912726
Record Type: Journal
Publication Date: 2010
Pages: 3
Abstractor: ERIC
Reference Count: 3
ISBN: N/A
ISSN: ISSN-0269-2465
Refocusing Assessment in Science
Bull, Ally
Primary Science, n115 p22-24 Nov-Dec 2010
In New Zealand, as in many other countries, recent curriculum revisions have seen a change in focus in science education. There is an increased emphasis on students knowing about how the discipline of science works, with the aim of equipping them to become more critical users of science. In the New Zealand Curriculum document (Ministry of Education, 2007) the traditional disciplines of biology, physics, chemistry and earth sciences are now seen as the contexts within which knowledge "about" science is developed. In addition, the focus has shifted from students simply "having" knowledge, to students both "having" and "using" this knowledge. This change requires teachers to think in new ways about what they teach and how they assess what students know. If one considers the aim of science education to be filling students up with information, finding out how much information students can recall in a test situation is arguably a valid way of assessing student progress. However, if one wants to know how well students can use knowledge, then one needs to find new ways of assessing progress. In this article, the author shares a New Zealand example of how science assessment could be developed to assess thinking in science. (Contains 2 figures.)
Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Middle Schools; Primary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand