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Research Focus: Assessment without levels

Issue: November 2014 258

Author: Sarah Earle and Dan Davies

Extract: Assessment is primarily a matter of judgement rather than measurement, yet for too long we have been pretending that we can measure pupils’ attainment and progress in increasingly fine detail.

Science Learning Centres Roundup – STACS: what happened next!

Issue: November 2014 258

Author: Simon Quinell

Safety Matters!

Issue: November 2014 258

Extract: Keep up to date with Health and Safety topics with ASE

Content and Editorial - Science education across the UK's four nations - Shaun Reason, Chief Executive

Issue: September 2014 257

ASE in Action

Issue: September 2014 257

Extract: - ASE members talk to Ofqual on GCSE and A-level reform - The Language of Mathematics in Science - An ASE project with support from the Nuffield Foundation. - ASE Annual Conference 2015, Wednesday 7th – Saturday 10th January at the University of Reading. - ASE Scotland Annual Conference: 6th - 7th March 2015, Robert Gordon’s College, Aberdeen.

Chair of ASE 2014-2015 - Chris Harrison

Issue: September 2014 257

Teachers’ tweet response to Royal Society 20-year vision for science education

Issue: September 2014 257

Author: Compiled by Richard Needham

Extract: This online discussion focused on the recently published Royal Society report: Vision for Science and Mathematics Education. The special hosts for the session were Professor Jim Al-Khalili and Professor Sir John Holman, who were interested to hear teachers’ views on the Report. We take a step-by-step look at each vision.

A-level science – what value practical?

Issue: September 2014 257

Author: Roger McCune

Extract: The Qualifications Regulator in England (Ofqual) has decided that with the implementation of revised (linear) science specifications, first teaching from September 2015, the assessment of practical skills will not contribute to the overall qualification grade. This could have significant implications for post-16 science teaching. The decision was taken by Ofqual in the light of issues that they identified with the current A-level science practical assessments. How science is taught and how our young people are prepared for study at third level education is at stake. Can we be sure that the decision taken by Ofqual is right?

In Your View: What is a good science teacher?

Issue: September 2014 257

Author: Andy Piggott

Extract: Search the Internet for the qualities of a good teacher and a whole range of ideas are thrown at you. Some contain very outmoded ideas, such as that teaching is about the ‘transmission of knowledge’ to students. I have no doubt that such ideas hold sway in government departments! Most people in schools can recognise a good teacher almost instinctively, yet tremendous effort is made at national levels and amongst schools’ managers to impose systems that are meant to ‘improve’ teaching.

Reflections of a Faraday Challenge Day Leader

Issue: September 2014 257

Author: Keira Sewell

Extract: I have just finished my second year as a Challenge Leader for the Faraday Challenge, a STEM-based scheme run by the Institution of Engineering and Technology. Aimed at 12-13 year-old students, its purpose is to engage students in future careers in engineering.

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