Impact of Formative Assessment on Science Assessments (GCSE, A/Level)

This research proposal investigates the impact of formative assessment on external science assessments at the GCSE and A/Level levels. The study delves into the perceptions of science teachers regarding assessment practices and explores the concept of formative assessment itself. The research aims to identify the effects of external science assessments on students and determine how formative assessment can influence these assessments. The literature review covers key themes such as teacher perceptions, the impact of external assessments on students, the understanding of formative assessment, and how formative assessment influences external science assessments. The research methodology employs a qualitative approach using a survey technique, with an interpretivism philosophy and an inductive research approach. The design is descriptive, and data will be collected using both primary and secondary methods, including a sample of 30 students. Data analysis will involve thematic analysis to examine the impact of formative assessment.

Research Proposal
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Contents
Introduction and background...........................................................................................................3
Significance of research...............................................................................................................4
Aim:.............................................................................................................................................4
Objective......................................................................................................................................4
Research question........................................................................................................................4
Time Scale...................................................................................................................................4
Literature review..............................................................................................................................5
RESEARCH METHODOLOGY....................................................................................................6
REFERENCES................................................................................................................................9
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Title: To investigate the formative assessment influence the external science assessments of
GCSE and A/level.
Introduction and background
Despite the voluminous literatures on the practical work in science assessment which are
generally focused on the formative assessment where they can influence the student towards the
practical approach. This approach is limited so that many teacher focus to provide opportunities
for student improve their own skills and knowledge (Burl and et.al., 2018). It can be possible
when reviews how practical work is currently summatively assessed in the science school across
countries. It help for student to develop their own interest and understanding towards science,
appreciate that consider on the basis of evidence. In order to acquire hand on skills which
essential for student to achieve progress.
Nevertheless, despite the widespread the knowledge and importance of summative
assessment in term of practical work and consider as pedagogical practices of teacher.
Surprisingly, it seems that have written in the academic literature about the practical work.
In Scotland, A voluntary system of submission related teacher assessment was introduced in
1990. With science teacher judge the student performance through assessment. In order to made
for every pupil from 4 to 14 against six level criterion. In England, it should be covered the
compulsory education for pupil from age of 16. Therefore, it has rapidly increased the progress
thorough curriculum which assessed informally by teachers (Childs and Baird, 2019).
Furthermore, it can be categorised into different key stage which mainly covered 1 to 4, at the
end of pupil take their CGSEs. Initially, it has requirement for different teachers at key stages 2
and 3 assess of each pupils.
The research areas in the external science assessments of GCSE and A/level. In order to
describe the importance which influence the curriculum. In particularly, it associated with the
summative assessment on the practical work. Science teachers have a positive perception
towards the science assessment where they always motivate the student to gain more knowledge
through practical work. However, reference to the external examination such as General
certificate secondary education (GCSEs). These are normally taken when student in age of 16
and consider A level education at age of 18. Afterwards, formative assessment that have derived
what they are taught, extent the preference of teachers with the help of external science practical
work. In order to influence the student to consider science assessment in their daily lives.
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The external science assessment to be effective which is necessary to know what it is
being assessed through conceptual understanding.
Significance of research
The importance of research project is to identify the significant role of formative
assessment and how they always influence towards external science assessment. It is based on
the practical approach which providing the advantage, benefits for student. Researcher will
collect or gather a lot of information about the assessment. In order to clear their doubt related
the opportunities, challenges. It also identified that science teacher face issue because the
demand increases of highly skilled person who will communicate with student during CGSEs
and A level education.
Furthermore, scholar is gained more information and understand the structural aspects of
changes within A-level. It consists of chemistry and physics subjects. It is not necessary
perceived as encourage or motivate the researcher but they can identify high level skills among
student due external science assessment.
Aim:
To investigate the formative assessment influence over the external science assessments of
GCSE and A/level.
Objective
 To determine the science teacher perceptions towards assessment practices.
 To determine concept of formative assessment.
 To identify the impact of external science assessments on students.
 To influence the external science assessment through formative assessment.
Research question
 How can science teacher perceptions towards assessment practices?
 What is formative assessment?
 What are impacts of external science assessments on students?
 How can influence the external science assessment through formative assessment?
Time Scale
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Literature review
Theme: 1 science teacher perceptions towards assessment practices.
According to Ayvaz-Tuncel and Tuncel (2019) science practical work and its assessment
should consider as case in which teacher. They can use practical task to demonstrate the
conservation of current subjects such as chemistry and physics. The science teacher has consider
as positive perception and also focused on the procedural understanding. Teacher may influence
student to adapt practical approach in their daily lives for improving own skill, knowledge
towards subject like chemistry, physics.
As per Sanga nd et.al., (2018) science assessment is based on the conceptual
understanding that would be known that data obtained from ammeter reading. In order to
understand the flow of electric change during experiment. These practical skills are mainly used
by teacher to interact with student and share their knowledge.
Theme: 2 Impact of external science assessment on students.
As per Mishchuk and et.al., (2019) the external science assessment is positively impact
on the overall performance of student during learning subject such as physical experiment and
testing. The significant role played by practical work in science lesson. It is being primarily used
for science assessment towards examination rather than skills. In order to promote the learning
style while improving the capabilities and abilities of student. furthermore, there are various
approaches that have been used to assess practical work. Usually, science teacher may use the
external science assessment for separate science subjects on the basis of field work.
Nikou and Economides. (2016) argue that teacher teach to the assessment with limited
practical means so as require more time to develop practical skills. Practical based assessment
motivate the student within classroom where they directly interact with teacher. In order to the
identify their own strength and weakness. Assessment is to consider initial stage which help for
representing their weakness afterwards, student will participate in various practical experiment in
subject of chemistry and physics.
Theme:3 Understand concept of formative assessment
Formative assessment highly puts focus on accomplishing objectives rather than
determining if the goals was or was not met. This aids to clarify learning objectives and
standards for both teachers and students. As per the view of Moss and Brookhart, (2019) this can
be stated that Current formative assessment includes collecting evidence about how student
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learning is rolling during the course of teaching so that essential instructional changes can be
made to close the gap between students' present understanding and the desired goals.
Additionally, Green, (2019) stated that formative assessment allows to monitor the learning of
student that offers ongoing feedback that can be used by the instructors to improve the teaching
and student to improve the learning process. Hence, formative assessment aids to identify the
strength and weakness and target areas that need work. In contrary to Rakoczy, Pinger and
Besser, (2019) stated that formative assessments assist to make differentiate instruction and
improve student achievement. It is kind of constant cyclic process that aids to inform ongoing
teaching and aids to learners to take active participation in process of learning.
Theme 4: Formative assessment influence external science assessment.
The key to a good formative assessment is one of the quick process especially in the science
classroom. There are mountains of content to cover and this is simply no time to waste.
Formative assessments can be given during the last few minutes of class and this is the best part
is that they don’t need to be graded. It gives teachers feedback about how well their students are
learning. This associated volume to the standards that put consideration on a key kind of
assessment. In addition to this, Murphy, Kenny and Willmann, (2019) stated that evaluation that
occurs regularly in the classroom by the teacher and interacting participants. Formative
assessment aids to feedback that adjust lessons plans and also takes other actions that assist to
boost learning. Focusing on the teacher as the primary player in assessment that offers
assessment guidelines and explores how they can be adapted to the individual classroom. As per
the view of Moss and Brookhart, (2019) stated that formative assessment informs termed out
as learning opportunities that take students from their existing ideas of science to the systematic
ideas and practices that provides support with the conceptual understanding. In order to meet out
learning goals, student should participate in formation of objectives, studying assessment ideas
and develops a plan of action to accomplish the next goals.
RESEARCH METHODOLOGY
It is termed out as process that can be helpful in making business decision. However, research
methodologies defined in following context as are-
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Research type- There are two types of technique such as qualitative and quantitative. In this,
researcher will have the use of qualitative approach by selecting survey technique. In this,
interview of participants will be collected by questionnaire approach.
Research philosophy- It is defined as procedure that covers overall plan that supports to
integrate the different components in the study. It is technique that collect whole information in
coherent and logical mode (Moss and Brookhart, 2019). It classified in category as pragmatism,
positivism, interpretivism and realism etc. In order to analyse formative assessment, influence
the external science assessments of GCSE and A/level. In this, research will use interpretivism
approach so that elements of the study can be interpreted effectively.
Research approach- This covers the plan and procedure that needs to be carried out effectively. It
classified into categories such as inductive and deductive. Under this, researcher will have the
use of inductive approach. For investigating the formative assessment influence over the external
science assessments researcher will use inductive technique. This method will help to find out
specific observation to study.
Research design- This aids to provide information about the different components of the study. It
classified into categories as exploratory, descriptive and explanatory. In order to find out the
impact of formative assessment the research will have the use of descriptive approach so that
depth investigation about the study can be undertaken.
Data collection- This is stage that aids to collect the information in integrated aspect. There are
two type of techniques such as primary and secondary. To analyze the impact of formative
assessment over the external science assessment the researcher will use both technique such as
primary as well secondary (Moss and Brookhart, 2019). Primary methods support to gather first
hand data by undertaking survey. On the other hand, secondary method will aid to collect
information from sources such as books, journal article etc.
Sampling- This can be conducted with use probabilistic and non-probabilistic sampling
technique. To investigate the impact of formative assessment the researcher will use sample
random technique with use of probabilistic approach. Herein, the sampling size is of 30 students
will be taken.
Data analysis- This process will help to transforming the data into useful information. Under this,
thematic analysis will be undertaken by researcher to investigate the impact of formal
assessment.
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REFERENCES
Book and Journals
Ayvaz-Tuncel, Z. and Tuncel, I., 2019. Good Teacher Perceptions of Students Attending the
Pedagogical Formation Certificate Program. International Journal of Evaluation and
Research in Education. 8(1). pp.165-172.
Burland, J., 2018. Investigating the changes and challenges to practical work in A level
physics (Doctoral dissertation, University of Oxford).
Childs, A. and Baird, J.A., 2019. General Certificate of Secondary Education (GCSE) and the
assessment of science practical work: an historical review of assessment policy. The
Curriculum Journal.
Mishchuk, H. and et.al., 2019. Prospects of assessing the impact of external student migration on
restoring country's intellectual potential (the case study of Ukraine). Economics &
Sociology. 12(3). pp.209-219.
Nikou, S.A. and Economides, A.A., 2016. The impact of paper-based, computer-based and
mobile-based self-assessment on students' science motivation and
achievement. Computers in Human Behavior. 55. pp.1241-1248.
Sang, G. and et.al., 2018. Teachers’ actual and preferred perceptions of twenty-first century
learning competencies: a Chinese perspective. Asia Pacific Education Review. 19(3).
pp.307-317.
Moss, C.M. and Brookhart, S.M., 2019. Advancing formative assessment in every classroom: A
guide for instructional leaders. ASCD.
Green, F., 2019. An Exploration into the Value of Formative Assessment and the Barriers
Associated with the Implementation of Formative Strategies. Teacher Education for the
21st Century, p.203.
Rakoczy, K., Pinger, P. and Besser, M., 2019. Formative assessment in mathematics: Mediated
by feedback's perceived usefulness and students' self-efficacy. Learning and
Instruction, 60, pp.154-165.
Murphy, A., Kenny, A. and Willmann, D., 2019. A Guide for VET Teachers With a Focus on
Aquaculture: Using Student Rapid Response Systems (SRRS) for Formative Assessment
and for Recognition of Prior Learning (RPL).
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