Abstract
Assessment requirements dominate many primary classrooms in England, with a focus on narrow curriculum objectives that arguably provide reliable comparison of performance. However, children’s primary science learning can benefit from a guided inquiry approach, where they learn to ask and investigate questions based on their own interest. A guided inquiry approach makes assessment more complex, as it leads to diverse outcomes that challenge the way attainment can be measured and reported. The authors offer insights into how primary science teaching can be tailored to enhance children’s opportunities for guided inquiry in order that they make decisions and develop agency when learning, whilst working to mainstream science curriculum requirements. This chapter draws on two UK curriculum programmes: the Great Science Share for Schools (GSSfS) and Teacher Assessment in Primary Science (TAPS). By synthesizing findings, this chapter provides research-informed and practical suggestions to consider how a balance can be found between children’s creativity, curriculum objectives and assessment requirements.
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Bianchi, L., Earle, S. (2022). Child-Focused Primary Science Inquiry: Can the Right Balance Be Found Between Creativity, Curriculum Objectives and Assessment Requirements?. In: Murcia, K.J., Campbell, C., Joubert, M.M., Wilson, S. (eds) Children’s Creative Inquiry in STEM. Sociocultural Explorations of Science Education, vol 25. Springer, Cham. https://doi.org/10.1007/978-3-030-94724-8_6
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