SMEC 2014 | Paul Black with Christine Harrison

Assessment in the Pedagogy of Inquiry

Reality beyond the classroom presents adults with complex and ill-structured tasks. Inquiry-based science learning can help prepare pupils to meet this challenge, because it can link the capacity to select, expand and apply knowledge in ways that respond to the demands of each task.  This ambitious aim requires a parallel development of knowledge, understanding, strategies and skills.  The talk will explore how inquiry-based learning can help achieve this aim. It will stress that both the choice of classroom tasks, and the formative feedback which aims to guide learners as they tackle such tasks, are essential. Further aspects, notably the positive role that summative assessment can play, and the value of collaboration between teachers in refining their summative strategies, will also be emphasised.  slides

Biography

Paul Black has contributed to the development of curriculum in science and in design and technology, at primary, secondary and tertiary levels. He was chair of the UK government's Task Group on Assessment and Testing in 1987-88, and deputy chairman of the National Curriculum Council from 1989 to 1991. He also served on three committees on the USA National Research Council. He is a member of the Policy Advisory Group and of the Technical Advisory Group of the UK Examination and Qualifications Regulator, OFQUAL. He received a Lifetime Achievement Award for Outstanding Contribution to Science Education from the Association for Science Education and was recently elected as a member of the US National Academy of Education. He is currently engaged in research and development work to improve classroom practices in both formative and summative assessment.  

Chris Harrison taught in schools in and around London for 13 years before she joined King's College London Science Education Group. Chris has led on many research projects in the areas of assessment, professional learning and science over the last 20+ years at both secondary and primary phase and has published widely for both teachers and research audiences. Chris is known for the seamless way she integrates research and classroom practice and helps teachers reflect on and improve their practice.  She is currently Chair Elect of the Association for Science Education.