Can research homework provide a vehicle for assessment for learning in science lessons?
Abstract
Many English schools have a homework policy which prescribes how much homework should be set for each pupil each week, irrespective of whether it can be made meaningful. Research recommends Assessment for Learning (AfL) as supportive of students’ learning, but teachers can find it difficult to incorporate AfL techniques into their practice. This study explores how research homework, undertaken over several weeks, may provide a vehicle for integration of AfL techniques into science lessons at a 13–18 upper school. Prior to completing homework, students were provided with formative feedback, and given the opportunity to self- and peer-assess their work, against assessment criteria. Their work was evaluated to examine how students changed their work in response. Students also completed a short questionnaire, which provided a basis for focus group interviews. Findings suggest that research homework, operating alongside AfL techniques, can support students’ learning, and that research homework can support implementation of AfL.
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The effective use of peer assessment requires that teachers teach students how to provide useful feedback.
“The effective use of peer assessment also requires that teachers teach students how to provide useful feedback”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Newby & Winterbottom, 2011
Cites
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152 · cited 1× · see citing works
“Assessment for Learning (AfL) describes the process by which teachers use assessment techniques to promote learning (Black and Wiliam 1998b ).”
BackgroundTeachers developing assessment for learning: impact on student achievement
Wiliam *, D., Lee, C., Harrison, C., & Black, P. (2004) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969594042000208994 · Cited by 664 · cited 2× · see citing works
“A number of studies (e.g. Black and Wiliam 1998a; Wiliam 1998; Black and Harrison 2001b; ARG 2002; Wiliam et al. 2004) have supported the key principles identified as requirements for effective AfL, including (i) effective questioning, (ii) sharing learning objectives and assessment criteria, (iii) providing effective…”
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Formative assessment: A systematic review of critical teacher prerequisites for classroom practice
Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020) · International Journal of Educational Research · doi:10.1016/j.ijer.2020.101602 · Cited by 330 · see citing works
Kippers, W. B., Wolterinck, C. H. D., Schildkamp, K., Poortman, C. L., & Visscher, A. J. (2018) · Teaching and Teacher Education · doi:10.1016/j.tate.2018.06.015 · Cited by 119 · see citing works
- Authors
- Newby, L., & Winterbottom, M.
- Affiliations
- University of Cambridge (GB)
- Corresponding author
- Winterbottom, Mark
- ORCID
- Winterbottom, Mark
- Venue
- Educational Review
- Publisher
- Informa UK Limited
- Published
- 2011-08
- Volume
- 63
- Issue
- 3
- Pages
- 275-290
- ISSN
- 0013-1911 (ISSN-L)
- 1465-3397
- OpenAlex
- W2090222526
- Cited by
- 15
- References
- 2
- Citations by year
- 2024: 1 · 2023: 1 · 2021: 2 · 2020: 2 · 2018: 2 · 2016: 1 · 2015: 4 · 2014: 2
- FWCI
- 3.08
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Review (publishedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- assessment for learning, science education, formative feedback, self-assessment, peer assessment, homework policy, high school students, student learning
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