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This article explores the role of student assessment in informing and improving pedagogical strategies, particularly in science education at Key Stage 3. Highlighting Andrew Savory's insights, it emphasizes the importance of regularly soliciting student feedback on lessons. The piece also delves into the benefits of self-assessment, asserting that when pupils take ownership of their learning, they become more engaged and responsible. Drawing on Weeden et al. (2002), the article underscores the efficacy of self-assessment in designing effective science practicals.
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Using student assessment to inform pedagogy Andrew Savory
How often do you ask a class what they think of your lessons? Andrew Savory
The efficacy of self-assessment in designing Science practicals at Key Stage 3 ‘The underpinning principle of self-assessment is that pupils are more responsible for, and involved in, their own learning.’ Weedenet al. (2002)
