Introduction

Evaluating and Assessing an Investigation

The domain ‘Evaluating and Assessing’ contains many components. Introductory activities (formative assessment) recognise student prior learning and skill development, so that the level of support offered to students can be more effectively managed. Student groups could be provided with a poor example of a ‘fair test’ investigation and asked to identify areas for improvement to establish student prior understandings. Throughout any investigation students should be encouraged to keep learning journals where they record their reflection and evaluation. Another component of this domain occurs when teachers make a summative assessment of the learning outcomes and achievements of students in their scientific investigation. Clear achievement criteria need to be communicated to students so that they understand exactly what they have to do to meet learning targets. The use of holistic rubrics can facilitate assessment of learning. Finally teachers should reflect and evaluate the processes they have undertaken themselves as they have facilitated student-driven scientific investigations.