General Certificate of Secondary Education (GCSE) and the assessment of science practical work: an historical review of assessment policy

Abstract

This article responds to two key concerns in science education: firstly, that policies designed to assess practical work have distorted its use as an effective pedagogical tool. Secondly, it addresses concerns about the lack of research on the assessment of practical work. The article analyses the policy trajectory for the assessment of science practical work, through the GCSE, in the English National Curriculum from 1988 to the present day. Drawing on published research and policy documents, using Bowe, Ball and Gould's policy cycle approach to policy analysis, we first identify three distinct eras which represent different ways of assessing practical work from 1988 to the present day. Second, we demonstrate that the interaction between high‐stakes assessment narrows the ways practical work is conducted in schools. The interaction between curriculum policy and assessment policy and its influences on pedagogy for practical work has been influenced by the high‐stakes nature of the tests. This is not a unique case to England nor to science education. Finally, we question whether we can design assessments, ‘tests worth teaching to’, that can withstand the implications of high‐stakes testing.

Assessment of practical science in high stakes examinations: a qualitative analysis of high performing English-speaking countries

“…Understanding this context will help us in our subsequent research and development on summative assessment of practical science. The education system in England underwent a set of reforms beginning in 2010 that resulted in a revised curriculum for many subjects to be taught from 2015 onwards (Childs & Baird, 2020 ). Importantly these reforms also brought in a new assessment regime beginning with some core subjects in 2017, with the other subjects, including the sciences, following in 2018–2019.…”

“…In the current assessment landscape in England, the assessment of practical science skills has been contentious (Childs & Baird, 2020 ). Science subjects including chemistry no longer include a ‘hands-on’ assessment of practical science skills.…”

Policymakers’ Views of Future-Oriented Skills in Science Education

“…In addition, they perceived the rigid organisation of knowledge within current curricula as a barrier to the adoption of more innovative approaches to teaching about science and society. For instance, in the case of the United Kingdom, taught curricula are highly influenced by highstakes assessments, which gives teachers little freedom to follow innovative teaching methods (e.g., Childs and Baird, 2020).…”

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“…The removal of coursework may have left teachers with more time to teach content, but for practical based subjects, the disappearance has changed the nature of the subject itself. For example, in the sciences, practical coursework has become more and more controlled over the years to the point now, that it has been removed at GCSE and has become an add on to A-level Sciences (Childs & Baird, 2020). Practical work is a traditional part of science education and a much needed skill for future scientists.…”