In-Service Teacher Training

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

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• Introductions• Background• Aim of training

Welcome

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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

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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

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Aims of the syllabus (2):Practical skills

• Efficient and safe practice

• Enquiry, initiative and inventiveness

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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

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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

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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

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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

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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

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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?

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Assessment Objectives (1):General Assessment Objectives Assessment Objective Weighting

• Knowledge with understanding 50%

• Handling information and 30%solving problems

• Experimental skills and 20% investigations

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Assessment Objectives (2):The scheme of assessment

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

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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 curriculumPaper 3 targets A-C candidates

• Which paper should be chosen?

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Assessment Objectives (4):Practical assessment

• Paper 4 Coursework

• Paper 5 Practical Test

• Paper 6 Alternative to Practical

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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

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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

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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

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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

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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

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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

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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

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Formative assessment (3):The nature of formative assessment

• The student is helped to assess their own progress

• True formative assessment encourages improvement in performance

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Formative assessment (3):Ways of assessing progress

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

Closing comments