A key aim of science teaching is the development of scientific literacy. In this task, pre-service teachers are asked to demonstrate their scientific literacy by questioning claims made by others about scientific matters, finding credible sources of information, drawing evidence-based conclusions, and making an informed claim about the topic. The purpose of the assessment is to encourage students to think about the purpose of teaching science in schools. Research tells us that primary pre-service teachers often lack confidence to teach science stemming from their feelings of deficient content knowledge. Enhancing science literacy assists with considering the purpose of science education and, therefore, building confidence to teach the research and inquiry skills that assist teachers in encouraging inquiry-based approaches to learning with their students.
The innovation with this assessment task also stems from its implementation. Students were provided with an exemplar produced by GenAI. The exemplar was provided to students to mark and engage in moderation. Using the criteria to mark, students developed an intimate knowledge of the assessment criteria against which they would be marked. Further, it assists to start developing pre-service teacher mindset towards becoming the marker of work. However, the most beneficial aspect was a rich conversation about the ethical use of GenAI in assessment with a cohort of first-year undergraduate students. I have since used this method to introduce assessment tasks in other undergraduate and post-graduate courses.
Details
- CLASS SIZE
- 10-20, 20-40, 40-60, 60-80, 80-100, 100-500, 500+
- CLASS LEVEL
- First year, Second year, Third year, Post-graduate
- ASSESSMENT SECURITY
- Medium security
- TIME REQUIREMENTS
- Medium time
Advantages
The task assists in building pre-service teacher knowledge and confidence to teach science. Rather than asking students directly about their science knowledge, this task asks them to stake a claim about a popular science issue, research the issue and demonstrate their understanding of the information they have found. If, during their career, they feel uncertain about the content they are required to teach, this process helps to provide them with a method to develop their understanding from credible sources.
Challenges
Requires time to engage students in reading, marking and moderating the exemplar task. The moderation session was undertaken during the lecture time with students using online polling software to capture their marking. Students were encouraged to provide justification at their table groups and then to the whole group using the language from the criteria sheet to reinforce the qualities of evidence that are sought at each achievement level.
Tips for implementation
In implementing this task, my aim was to raise the assessment literacy of my students. My purpose for the task was three-fold:
- to illustrate the benefits and limitations of the GenAI and demonstrate appropriate use and citation (as per the ECP information and UQ library advice)
- to familiarise the students with the task and criteria for their upcoming assessment
- to start to develop their thinking about the skills and processes associated with marking and moderation. As first-year Pre-Service Teachers, it is the start of their journey towards being the marker, not the person generating the scripts for marking.
Learning outcomes
Develops pre-service teacher scientific and assessment literacy.
Develops student understanding of the appropriate and ethical use of GenAI in tertiary settings.
How it supports academic integrity
The exemplar provided has been entirely developed by GenAI. During the lecture, students are given the opportunity to mark the exemplar using the criteria for the task. They are then asked to submit their marking via polling software which is live-streamed in the lecture. The live stream allows for the marking to be moderated as a discussion between the lecturer and the students, thus enabling students to develop a clearer expectation of the assessment criteria and task expectations. During the moderation process, students are asked to explain their marking using the language of the assessment criteria to justify their responses. As the exemplar in this example was developed using GenAI, this activity also provides an opportunity to discuss the benefits and challenges of GenAI use for assessment and how it can be used with integrity.
Dr Emily Ross
emily.ross@uq.edu.au
Dr Emily Ross is a Lecturer in the School of Education at The University of Queensland. She has extensive experience in curriculum implementation, supporting school leadership teams and teachers to implement some of the most exciting and cutting-edge curriculum initiatives. She has led the design and implementation of key curriculum and assessment initiatives for the state of Queensland and at a national level. Emily's doctoral research on curriculum interpretation and implementation has shaped government policy in Queensland. It has influenced the method and messaging for implementation support of the Australian Curriculum, and the professional development and resources that have been developed to aid teachers in the curriculum planning work. After completing her doctoral studies, Emily was asked to lead the project for the renewal of the QCAA Australian Curriculum website, including the redevelopment of over 500 curriculum support resources.
Emily's expertise in curriculum development and implementation has continued to be drawn upon by several national organisations, including the Australian Curriculum, Assessment and Reporting Authority (ACARA) and Education Services Australia. Through these organisations, she has been invited to continue to serve on Advisory Groups and National Expert Panels to support the development and delivery of the Australian Curriculum and resources to support its implementation in Australian schools.
Previously, Emily held senior leadership positions at the QCAA, the Australian Curriculum, Assessment and Reporting Authority (ACARA) and the interim National Curriculum Board, as well as in Queensland government and independent schools. Emily's research focuses on curriculum and assessment policy and its implementation, particularly in areas of STEM education. Find out more