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A: Introduction
This report gives detailed results of the 2007 Scottish Survey of Achievement ( SSA), and provides a snapshot of pupils' achievement in Scottish schools, in Science knowledge and understanding, Science literacy and core skills in a Science context. Several thousand pupils from across Scotland were randomly selected for involvement in the survey with the aim of estimating the nation's achievement in order to inform and improve teaching practice and learning in general.
In addition to the national estimates, 22 local authorities opted-in to additional reporting on some aspects of achievement in their area.
The specific objectives of the 2007 SSA were:
- to assess and report pupils' Science knowledge and understanding achievement by 5 to 14 levels at P3, P5, P7 and S2 nationally and for the opted-in local authorities
- to assess and report the Science literacy skills of pupils at P3, P5, P7 and S2 stages, nationally
- to assess and report pupils' Science investigation and core skills (problem solving, Information and Communications Technology ( ICT) and working with others), applied in a Science context, at the four stages
- to report level-based achievement data for functional writing in a Science context at the four stages
- to gather and report teachers' judgements of pupils' Reading, Writing, Mathematics and Science achievement levels
- to explore pupils' and teachers' experience of learning and teaching in Science, along with their views about this experience
- to assess and report pupils' Science knowledge and understanding achievement by 5 to 14 levels at P5 and P7 for pupils taught Science through the medium of Gaelic. These results will be reported on separately, at a later date.
The survey was designed to provide information to support the development of Science education policy and opportunities for the enhancement of Science teaching in Scottish classrooms. For example, the survey aimed to model new approaches to the assessment of Science, to support professional development in line with Curriculum for Excellence.
The following table describes each component of the survey and its relationship to the 5-14 curriculum, as well as the ways in which information was gathered.
Survey component | Relationship to 5-14 curriculum | Survey method | Assessment method | Reporting |
|---|
Science knowledge and understanding | Relates to the three attainment outcomes for the knowledge and understanding component within the 5-14 Science Guidelines:
Earth and Space;
Energy and forces;
Living things and the processes of life. | written booklets | level-based test scores from tasks at a level across two booklets. | security of achievement at a level |
|---|
Science literacy | Linked to investigating skills and developing informed attitudes within 5-14 Science guidelines | written booklets (source text and associated questions) | level-based test scores from tasks at a level across two booklets. | security of achievement at a level |
|---|
Practical
Science investigations | Relates to the Skills - investigation component of the 5-14 Science Guidelines | class-based investigation, followed by one-to-one discussion between pupil & field officer | performance descriptors to arrive at best fit judgement | security of achievement at a level |
|---|
Practical
ICT | Collecting and Analysing, Using the Technology strands of 5-14 ICT Guidelines | science based ICT task observed by field officer | performance descriptors to arrive at best fit judgement | overall competency |
|---|
Practical
Group discussion | Core skills of problem solving, Information and Communications Technology ( ICT) and working with others | group problem solving activity observed by field officer | performance descriptors to arrive at best fit judgement | overall competency |
|---|
Practical
Science literacy one-to-one | Core skill of communication | one-to-one discussion with field officer | performance descriptors to arrive at best fit judgement | overall competency |
|---|
Writing | 5-14 English language guidelines for writing; investigating and developing informed attitudes within Science guidelines | class-based writing | teachers level judgements using national writing criteria | level-based achievement |
|---|
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