ABSTRACT
In this module we look at the assessment of children’s understanding of science concepts in the context of using that information to help their progress. In some ways, this module complements Module 7, in that it deals with the notion of progression in an important outcome of learning. However, unlike enquiry skills which can be developed (and assessed) in all activities regardless of the topic, concepts are closely related to the topic studied. Thus we have to consider a number of different ideas and progression within each one. However, even within a topic, such as ‘sound’, whether ideas about hearing come before or after ideas about sources of sound depends entirely on which the children experience first. So we have to find a more satisfactory way of defining progression in understanding. This means thinking about overall changes in the nature of concepts that indicate progression.
