Introduction to the Physics Enhancement Course at MMU

Science teachers in secondary schools are frequently required to teach outside of their subject specialism; Physics graduates teach Biology classes, Biologists teach Chemistry and so on. Whilst many of the practical, pedagogic, and classroom-management skills are transferable, there is always the possibility of gaps in subject content knowledge. Furthermore some applicants onto secondary science ITT courses may not have a science degree, frequently coming instead from an engineering or sport & exercise background. In an attempt to mitigate any subject knowledge gaps whilst addressing the vast shortage of science teachers (Osborne & Dillon, 2008, p. 24) the Department for Education introduced university-led Subject Knowledge Enhancement courses (SKE), the successful completion of which allows postgraduates to teach in areas outside of their existing subject specialism.

At MMU we offer two versions of the Physics SKE; the 24-week Physics Enhancement Course (PEC), and an 8-week Physics SKE ‘booster’. Both courses have a heavy practical focus, significant face-to-face teaching, and a ‘blended learning’ element of independent study. I have been employed by the university since January 2016 to administer and deliver both of these courses, but in this post will be focussing on the 24-week PEC.

As the first course started 2 weeks after my appointment there was limited time to carry out any changes, so the 2016 PEC ran primarily using existing course structures and materials. The target was to run the course through once in 2016, carry out an evaluation then update the course to begin again in 2017. The only exception was that I chose to increase the use of the Moodle virtual learning environment to give a more rich blended-learning experience for students beyond the basic file-sharing capabilities of the existing Microsoft OneDrive system.

I hope to use this portfolio to document the process of evaluating and modifying the PEC for 2017. In order to demonstrate that my practice is aligned with the UKPSF I will tie this into UK Professional Standards Framework published by the HEA.

Assessment in Schools: What, why, and how?

I’ve spent a lot of time recently reading up on assessment, and thought I would share a little of what I’ve found.

Since being introduced to the idea of AfL during my PGCE, I’ve struggled trying to find a way to make sure that assessment is really embedded in my teaching, but without a good understanding of what assessment actually is and why I should bother this has been a difficult process.

Decent teachers check that students are learning. Even better teachers change what they are doing to make sure students are learning ‘better’. We call this teaching; as I heard Andrew Davies say at the recent Leeds Trinity University Postgraduate Conference for Education (and launch of the West Yorkshire branch of the Philosophy of Education Society of Great Britain) “Teachers are not teaching unless they are interacting with their pupils.” Really, if you’re not changing what you’re doing to match the needs and progress of learners then it’s not really teaching, it’s just talking at people.

Arguably assessment is more important than ever, especially given that the removal of national curriculum levels has rightly or wrongly taken away one tool for discussing progress. This has been noted by the NFER in “Where have all the levels gone?“.

So, in order to try and contribute to this discourse about assessment I want to give my spin on the questions “what is assessment?”, “why do we bother?”, and “how can we do it?”.

What is assessment?

I think the definition of assessment in a school context is tied up with its purpose, since

The purpose of any assessment is to measure the level of some defined trait, quality or ability within the subject being tested. This may be a body of knowledge, competence in a skill, or estimation of future potential.

(Tisi et al 2013)

So, simply, I’d say that assessment is any tool used to measure these things.

Why do we bother assessing?

The ASE’s policy document on assessment gives three major purposes of assessment:

  • To support and improve teaching and learning directly
  • To improve the performance of teachers and institutions
  • To promote lifelong learning through qualifications and to provide information to the wider community

If we take these points in turn we can really see why assessment is a foundation of everything that happens in school, and goes far beyond exam questions or tests.

Here I’d like to focus on the top one; teaching and learning. The second point is more suited to a wider institutional look at assessment, and links into the performance management and appraisal process. Far more knowledgeable folk than me have written at length about how to make this effective!

The final point is more related to society as a whole which, although interesting and very important, is too much to write about now.

How assessment works and matters

Quality of teaching

We need absolutely need to avoid the ‘twin sins’ of traditional curriculum design (Wiggins & McTighe), which are…

  • activity-oriented planning, ‘hands-on without being minds-on’
  • planning for ‘coverage’, concentrating on teaching the content

Whitehouse (2014) says that “while these approaches might lead to classrooms that look productive, in the first case physical activity and talk, and in the second case teacher exposition and student notetaking, the result is the same: students who cannot see the intellectual purpose of the lesson”

The alternative is to…

  • focus on teaching and assessing for understanding and learning transfer
  • designing a curriculum ‘backward’ from those ends

This is ‘backward design’; assessment considered first, lessons designed around them. In this sense assessment is put at the core of all teaching. It flips the “starter/main/plenary” model on its head, and instead treats lesson planning as answering a series of questions;

  1. What am I actually teaching? This should be accurately related to specifications or new NC
    references, and appropriate to the class.
  2. What do I want learners to have done by the end of this lesson? This is where we can
    produce assessable outcomes, and consider developing activities around these objectives.
  3. How am I going to support them to do it? This includes any initial exposition, and
    differentiated scaffolding through the lesson.
  4. How am I going to get them interested in the first place? What’s the ‘hook’?

Since any change must be evaluated (otherwise it’s a bit pointless; how will you know if it was a waste of time or not?), then quality of teaching in this sense could be evaluated through lesson observation, learner feedback, or reading developed schemes of work, amongst other ways.

Quality of Learning

Alongside making sure that the teaching is excellent, assessment can be used to improve learning. This is seen in the findings of Karpike & Roediger (2008), which show that regular testing of content massively aids retention – far, far more than “revision” (which is shown to be largely ineffective without assessment). The implications of this are simple; every test should be as synoptic as possible to allow students to retain as much knowledge as possible.

The recommendation here is that there is a regular ‘testing’ regimen, and that it contains synoptic elements of all material studied. Ever. Or at least in your subject area.

The evaluation of this strategy might again come from pupil surveys, but also from test data.

What now?

It’s the time of year when teachers are frequently required to redesign year plans and schemes of work. Maybe just think about trying some ‘backwards design’ when it comes to assessments, and make sure any formal testing has a nice summative chunk.