The internal assessment of practical work in science at A level in the UK is changing; so too is the IB’s mode of assessing practical work in Group 4 subjects. But whether the course you teach requires you to follow a series of core practicals, or recommended labs with some assessed formally, or perhaps a single extended investigation, here are some guidelines for success which I have collected over many years of experience of different systems.
- How can we prepare the students without us and them getting bored?
- Which experiments should we choose for the assessments,to allow access for the weaker students but stretch for the more able?
- What guidelines should we follow for running the assessments – giving support but only within the exam board regulations?
- How best can we serve our students through formative and summative feedback, ad what about all the paperwork?
- Are there any special tips for whole investigations?
- What lead must a head of department give, and what role should the rest of the department play?
Good luck, and get in touch if you would like me to spend a day with your department focusing on improving marks and avoiding downward moderation.
So, first off, what are we trying to achieve? A good programme allows students to:
- Learn the subject through experiments & investigations
- Prepare for university labs
- Develop practical skills and techniques
and is a meaningful experience, not a hoop-jumping chore.
1. Preparing the students
1.1 Timetable
All students, teachers and technicians should be aware of programme of internal assessment for the whole course
Students should know the timetable of each assessment and the overall programme
1.2 Assessment criteria
Teach what the criteria mean, with examples
Set homework based on certain criteria, eg. practising significant figuress on measuring instruments, combining uncertainties, plotting graphs
Build up gradually
1.3 Exemplar work
Go through good examples
Students mark it themselves – then show them the moderator’s marking
1.4 Practice assessment(s)
Start with a very simple experiment to illustrate point (eg. finding density with two different sets of measuring instruments to illustrate uncertainties)
Focus on one skill at a time – avoid overload
Peer marking, then teacher marking, then feedback
1.5 Supporting less able students
The preparation should help identify those who will struggle
Be ready to offer them help/extra time (if allowed, and at a cost to their marks); even prepare help sheets in advance
2. Choosing the experiments
2.1 Exam board regulations
You must adhere to these, but there is usually considerable flexibility
Take time to plan together with colleagues, across subject specialisms if relevant
2.2 Which experiments…?
Your favourites/the fun ones!
Tried and tested experiments – successful before with students and moderator
Good for developing students’ skills/understanding
Some investigations are good for students to design themselves but may not lead to good quality data.
Others give great data but are difficult (or too bland) for evaluation.
Enough apparatus – how many sets will carry out the experiment at the same time?
Include the lab technicians at planning stage
2.3 …in what order?
Ensure certain key practical skills are taught early (eg. titration, using micrometer)
You might wish to mirror teaching order
Different sets do different order to ease pressure on apparatus
Depends on season (eg. collecting plant/animal specimens, observations in astronomy)
Covering theory from earlier part of course – useful revision
A varied diet, or focus on one skill each term?
Vary length of investigation, or build up from shorter to longer?
2.4 Differentiation according to student ability
Include simpler experiments to give access to less able
Include open-ended investigations to ensure more able can access highest marks
3. Conducting an assessment
3.1 Schedule
This should be clear to all teachers and students (and school, to avoid clashes with school trips, events etc)
Try to build in time for absentees to catch up
Always state final deadline, and agreed consequences of late submission
3.2 Briefing Sheets
Check these are in line with exam board regulations – you will probably have to submit them with your sample
They should be helpful to students, but do not disadvantage them because of giving away too much information
Consider what help you might offer for that experiment if they get stuck or collect poor data
Draw up a table to make a note of any help given to any student
3.3 Problems that arise – have you agreed a departmental policy…?
What if you spot plagiarism?
What if experiment fails?
What if student is absent throughout?
What if work is not submitted by deadline?
4. Marking and feedback
4.1 Policy
Mark within 2 weeks of deadline
Any special issues with experiment are fresh in memory and can be referred to in annotations
Be sure you know the criteria including subtleties (eg. full marks ≠ perfection, does spelling matter?)
Decide whether you are going to share marks with students (with caveat – marks can be moderated by exam board)
Formative feedback: give annotated script back to student who writes reflection (what went well, how I can improve); only then share marks
4.2 Annotation
This is vital for communication with the moderator and can immunize against downwards moderation
Clear, in pencil (if exam board allows), using abbreviations if necessary (provide a key), and including discussion with colleagues
4.3 Moderation
Ideally, moderate exemplars in department before the first assessment in the year
Agree with colleagues how marks are to be awarded – consider “what ifs”
Collaborate with colleagues if at all unsure – both teachers annotate and initial script to demonstrate discussion and outcome
Moderation should be done as soon as marking is complete, especially if marks are fed back to students
4.4 Plagiarism
Should be obvious to a careful marker. Check data and graphs as well as words
Look out for unusual turns of phrase, or ability not normally expected of student
Stop everything immediately and investigate. Your professionalism is at stake.
Does the school/exam board have a policy?
4.5 Form-filling
Completing the exam board forms is dull but extremely important. Choose a place and time where you are without distraction and have all paperwork to hand
Do as much early in the year as possible
Include all briefing sheets and extra information for moderator (if in doubt, include it)
Only fill in assessment marks at the last moment before sending off
4.6 The sample
The exam board can request any script for scrutiny – be prepared
Where top/middle/bottom are required, spend extra time on moderation before submitting marks
Where 2 candidates have the same marks, send the script which better fits the criteria
Once sample has been requested, check annotation is thorough (too late to adjust marks)
5. Whole Investigations
Much of the above applies equally to longer, independent investigations, such as the new 10-hour personal investigation for IB, but here are some additional suggestions specific to investigations:
5.1 Preparation
As before, teach the criteria and the skills needed to meet them
Mention investigations often in teaching (“if you enjoyed this practical you could extend it into an investigation…”)
Collate ideas from colleagues, science education websites & journals, conferences
5.2 Choosing an investigation
Students need plenty of time to choose, including time to try out ideas
Is there a practical/topic they enjoyed?
Inspiration from a hobby, eg. musical instrument, pet, sporting interest
Provide some suggestions if necessary and if allowed
Guide students – does it meet the criteria? Are the variables controllable? Will it be long/short enough? Will it yield analyzable results?
Check: is it safe? Will it take up too much room? Is it too expensive/demanding on apparatus?
5.3 Conducting investigations
Be vigilant and guide students early on if they veer off course/need rescuing or prompting, need hurrying
Check how much help you are allowed to give within exam board regulations
Keep an eye out for safety issues
Ensure students are recording and analyzing data as they go along
Keep a record sheet for each student and record discussions with them and progress
5.4 Marking
Mark and moderate as soon as possible after deadline, while fresh in memory
Point out glaring gaps to students, if permitted, to rectify
Use your notes made during investigation to add annotations
6. The Science Department
6.1 Head of Science duties
Responsible for quality control – setting, carrying out and assessing
Responsible for policy – feedback to students, deadline policy, plagiarism, etc
Plan schedule to avoid clashes between departments (not just science)
New members of staff need thorough induction in internal assessment
Provide CPD – internally or externally
Setting the tone, general culture of professionalism
Consider adding practical assessments as a default agenda item for meetings
Backstop for staff/students needing extra help
6.2 Other members of the department
Significant professional responsibility for all teachers – don’t underestimate
Good communication between all, informal moderation, sharing ideas
Support each other and share good practice
Well done for reading this far! If you have found this helpful, please share it with colleagues (and on Twitter) and let me know if I can support you further.
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