Using multiple representations for systematic assessment to improve learning in secondary school science

Research into student learning in science has identified significant challenges in assessing students' developmental learning of scientific concepts and principles within and across topics. This research study takes a new perspective, focussing on teacher-guided sequences where students refine representational understandings of science concepts and processes. We will work with a small group of expert secondary teachers to identify critical representational issues and opportunities in developmental assessment tasks in key science conceptual areas. The study will develop effective assessment strategies focusing on these representational opportunities to generate exemplary material that can support this approach more generally.