To DAPS or to IAPS: that is the question

Abrahams, Ian and Reiss, Michael and Sharpe, Rachael (2016) To DAPS or to IAPS: that is the question. In: Science education research and practical work. Beitrage zur Didaktik . Shaker verlag, pp. 119-130. ISBN 9783844047738

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Abstract

This article reviews how practical work, including practical skills, is currently summatively assessed in school science in a number of countries and makes comparisons with how other subjects, such as music and geography, summatively assess skills. Whilst practical skills in school science are clearly valued as being of importance, there is a lack of clarity as to what these skills actually are and how they might, most effectively, be validly assessed. Countries vary greatly in the extent to which they employ what we term ‘Direct Assessment of Practical Skills’ (DAPS) or ‘Indirect Assessment of Practical Skills’ (IAPS). Each of these approaches has advantages and disadvantages but we conclude that too great a reliance on IAPS reduces the likelihood that practical work will be taught and learnt as well as it might be.

Additional Information:Science Education Research and Practical Work: A Collection of Invited Papers Inspired by the 23rd Symposium on Chemistry and Science Education Held ... May 26-28, 2016: 1 (Beitrage zur Didaktik)
Keywords:practical work, science
Subjects:L Social studies > L433 Education Policy
X Education > X370 Academic studies in Education (across phases)
X Education > X100 Training Teachers
X Education > X900 Others in Education
X Education > X330 Academic studies in Secondary Education
Divisions:College of Social Science > School of Education
ID Code:25563
Deposited On:08 Jan 2017 12:35

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