In-Service Teacher Training

Assessment in IGCSE Biology 0610 Session 1: Introduction to the Syllabus

www.cie.org.uk

Welcome
Introductions Background Aim of training

www.cie.org.uk

Session 1 looks at:

Syllabus aims The structure of the syllabus Assessment Objectives The development of different skills The difference between formative and summative assessment

www.cie.org.uk

Aims of the syllabus (1): Relevance and application

Relevance of Biology to everyday life Biology and medicine The social and ecological aspects of Biology Developments in gene technology

www.cie.org.uk

Aims of the syllabus (2): Practical skills

Efficient and safe practice Enquiry, initiative and inventiveness

www.cie.org.uk

Aims of the syllabus (3): Communication and objectivity

Communication skills are important in everyday life Objectivity is an important part of science Science has some limitations and does not always provide answers

www.cie.org.uk

Structure of the syllabus (1): Overall structure of curriculum content

There are four sections covering classification, physiology, reproduction and ecology Each section is divided into subsections The Core curriculum is applicable to all students The Extended curriculum builds on the core material and the relevant sections are placed next to each other

www.cie.org.uk

Structure of the syllabus (2): Overview of curriculum content (1)

Characteristics and classification of living organisms Cell structure and organisation Movement in and out of cells Enzymes Carbohydrates, fats and proteins as nutrients and how to test for them Photosynthesis and leaf structure

www.cie.org.uk

Structure of the syllabus (3): Overview of curriculum content (2)

Human diet and digestion Transport in animals and plants Respiration and gaseous exchange Excretion Coordination in plants and animals Homeostasis Drugs and health

www.cie.org.uk

Structure of the syllabus (4): Overview of curriculum content (3)

Asexual and sexual reproduction Reproduction in flowering plants and in humans Inheritance Variation and selection Genetic engineering Food chains and nutrient cycles Populations Human influences on ecosytems

www.cie.org.uk

Structure of the syllabus (5): Core and Supplement

What extra knowledge is required for the Supplement?
What extra skills are required for the Supplement? Do certain topics appear in more than one of the syllabus sections?

www.cie.org.uk

Assessment Objectives (1): General Assessment Objectives

Assessment Objective Weighting

Knowledge with understanding

Handling information and solving problems Experimental skills and investigations

50%
30%

20%

www.cie.org.uk

Assessment Objectives (2): The scheme of assessment

Paper Paper 1 (multiple choice) Paper 2 (theory) OR Paper 3 Paper 4 or 5 or 6 (practical) Weighting 30% 50% 50% 20% Discriminating grades C-G C-G A-C * Core or Extension C C C + E (theory) C

www.cie.org.uk

Assessment Objectives (3): Paper 2 or Paper 3?

Paper 2 is based on the Core curriculum (80 marks) Paper 2 targets C-G candidates
Paper 3 is based on the Extended curriculum (60 marks) plus 20 marks targeted at the Core curriculum Paper 3 targets A-C candidates Which paper should be chosen?

www.cie.org.uk

Assessment Objectives (4): Practical assessment

Paper 4 Coursework
Paper 5 Practical Test Paper 6 Alternative to Practical

www.cie.org.uk

Assessment Objectives (5): The importance of practical work

Candidates need to be able to:

Understand how to carry out practical procedures Observe specimens carefully and record observations as drawings Record numerical readings and construct tables of data

www.cie.org.uk

Assessment Objectives (6): The importance of practical work

Candidates need to be able to: Display data in a suitable form Draw appropriate conclusions from results Identify sources of error Suggest suitable techniques and apparatus for an investigation

www.cie.org.uk

Assessment Objectives (6): Coursework (Paper 4)

There are four strands: C1 Using and organising techniques, apparatus and materials C2 Observing, measuring and recording C3 Handling experimental observations and data C4 Planning investigations

www.cie.org.uk

Assessment Objectives (7): The role of teachers in practical work

Provide students with opportunities to develop their practical skills Produce and assist with subjects for investigations Sources of information

www.cie.org.uk

Assessment Objectives (8): The role of teachers in practical work

Advise students in the practicality of techniques they have chosen Suggest length of time and general treatment of the problem Exercise continuing supervision of the assessment

www.cie.org.uk

Formative assessment (1): Formative and summative assessment

Summative assessment involves terminal testing and interim testing There is no individual feedback on summative assessments that involve public examinations Formative assessment involves assessing student progress on a regular basis There is always feedback to the student in formative assessment The feedback from formative assessments helps students improve their performance

www.cie.org.uk

Formative assessment (2): The nature of formative assessment

Formative assessment involves an interaction between the student and teacher The teacher is able to assess progress, for example by feedback on tests

www.cie.org.uk

Formative assessment (3): The nature of formative assessment

The student is helped to assess their own progress True formative assessment encourages improvement in performance

www.cie.org.uk

Formative assessment (3): Ways of assessing progress

Marking Feedback on tests Answers given to verbal questions Target setting Student self evaluation

Closing comments