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Assessment of Achievement Programme:
Report of the Sixth AAP Survey of Science (2003)
Acknowledgements
This survey, like all AAP surveys before it, could not
have taken place without the invaluable cooperation of
numerous individuals and organisations:
- First and foremost, Carolyn Hutchinson, Head of
Assessment Branch, Qualifications, Assessment and
Curriculum Division, SEED, without whose drive and
vision this particular survey would have achieved much
less;
- Jim McArthur, AAP Coordinator, who organised
activity, coordinated effort and contributed in a major
way to a successful survey implementation;
- Lillian Munro and Liz Wharton, of the Scottish
Qualifications Authority, who were responsible for
reviewing existing assessment tasks and organising new
task development;
- Mac Cunningham (Lindata Services), who accepted
responsibility for a particularly challenging data
keying exercise and ensured that it was completed
successfully.
- Sandra Johnson, AAP Technical Adviser, who
contributed to the survey design, analysed the survey
data in collaboration with Rod Johnson (Assessment
Europe), and presented the survey findings in Chapters
1 to 6 of this report;
- Jackie Heaton, who contributed to marking decisions
for the
Knowledge and Understanding tasks, and
produced Chapter 7 of this report, offering reflections
on the survey findings from the perspective of a
science educator;
- Members of the Science Reference Group (see
Appendix A), who contributed ideas and suggestions, and
generally supported the Survey Design Team (see also
Appendix A) in its work;
- The practising teachers, student teachers, and
staff in university education departments, who assisted
in the development of new assessment tasks;
- The several hundred head teachers who agreed to the
participation of their schools in the survey, and in
this way contributed to its success;
- The education authorities who nominated and
released practising primary teachers and secondary
science teachers for participation as field
officers;
- The field officers themselves, who visited the
schools undertaking practical assessments of various
kinds, and who assisted in the evaluation of pupils'
writing;
- The several hundred class teachers who organised
and supervised 'pencil and paper' assessment sessions
in their schools;
- The student teachers who transcribed pupils'
responses from test booklets to transcription sheets
for keying;
- Last but not least, the several thousand pupils
who, willingly or otherwise, allowed themselves to be
assessed and questioned, and without whose input the
survey would have no meaning whatsoever.
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