'Feedback in questioning and marking: the science teacher's role in formative assessment', Paul Black and Christine Harrison in School Science Review 82/301 (June 2001) 55-61
This article describes some outcomes of a project in which teachers worked to develop formative assessment in their science classrooms. It includes extracts from the teachers’ own accounts of their experiences.

Key characteristics of AfL: effective questioning, marking and feedback strategies
Key stages: 3-4

'Self- and peer-assessment and taking responsibility: the science student's role in formative assessment', Paul Black and Christine Harrison in School Science Review 83/302 (September 2001) 43-49
This article examines the view that it is necessary for students to become engaged in self- and peer-assessment in order to allow for the development of formative assessment. It includes extracts from teachers' own written accounts of their experiences.

Key characteristics of AfL: self and peer assessment
Key stages: 3-4

The Standards reports provide detailed analysis of pupil performance in the national curriculum assessments. They can be valuable in helping teachers to take forward children's learning.
Key stage: 2

Standards at key stage 3: science (QCA, 2003)

The Standards reports provide detailed analysis of pupil performance in the national curriculum assessments. They can be valuable in helping teachers to take forward pupils’ learning.
Key stage: 3

National curriculum tests: implications for teaching and learning (QCA, 2003)

The leaflets on implications for teaching and learning provide information on the key findings of the Standards reports and give suggestions on further work required to move pupils forward in their learning.
Key stages: 2-3

Key stage 2 and Key stage 3

Good assessment practice in science (Ofsted, 2003)

An examination of good assessment practice in science, focusing on marking and feedback to pupils and the use of assessment to inform teaching and learning.
Hard copies available from Ofsted Publications Centre, tel: 07002 637 833, fax: 07002 693 274, email: freepublications@ofsted.gov.uk
Key characteristics of AfL: marking and feedback strategies, formative use of summative assessment
Key stages: 1-3

Optional tasks forthose working below the level of the tests (QCA, 2003)

QCA provides tasks for pupils working below the level of the national curriculum tests. Teachers may wish to adapt these to support their AfL practice.
Key stages: 2-3

Key stage 2 and Key stage 3

Optional tasks for more able children (QCA, 2003)

QCA provides tasks for more able children. These are optional materials that can be used to support teachers' assessment. Teachers may wish to adapt these to support their AfL practice.
Key stages: 1-3

Key stage 1, Key stage 2 and Key stage 3

Assessing progress in science at key stages 1, 2, and 3: QCA support materials for science teaching, Linda McGuigan and Terry Russell (QCA, 2003)

Materials to support the delivery of the national curriculum for science at key stages 1, 2 and 3.Designed to aid teacher assessment and to give guidance on assessment for learning principles. Each activity includes an assessment for learning grid.
Packs are available for £20 (key stage 1), £25 (key stage 2) and £35 (key stage 3) from QCA Publications, PO Box 99, Sudbury, Suffolk CO10 2SN, tel: 08700 606015, fax: 01787 312 950, email:mailto:qorderline@qca.org.uk.All schools quoting a valid DfES number will be entitled to a 50 per centdiscount off the quoted price.
Key stages: 1-3

Key stage 1, Key stage 2 and Key stage 3

This website uses pupils' work to show what the national curriculum in science looks like in practice.
Key stages: 1-3

Scheme of work for science key stages 1 and 2

This scheme shows how the science programme of study for key stages 1 and 2 can be translated into manageable units of work.
Key stages: 1-2

This scheme shows how the science programme of study for key stage 3 can be translated into manageable units of work.
Key stage: 3