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I learnt that it is important to constantly communicate with other science teachers to achieve a consistent level of understanding for our marking and in t&l.

This also helps to level up the competency of the teachers.

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Refer back to the concepts being tested and then read the answer in totality

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Refer back to the concepts being tested and then read the answer in totality

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I will always bear in mind the concepts tested for that particular questions when I read their answer. Teachers cannot assume for the pupils. Pupils must learn to elaborate their answers

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I will always bear in mind the concepts tested for that particular questions when I read their answer. Teachers cannot assume for the pupils. Pupils must learn to elaborate their answers

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I would refer to the  assessment objectives and see if pupils' answers match these objectives.

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I would refer to the  assessment objectives and see if pupils' answers match these objectives.

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To get pupils to expand on or explain their answers especially if they seem correct but yet not so conceptually right.

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To get pupils to expand on or explain their answers especially if they seem correct but yet not so conceptually right.

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I think this is an ongoing process of undoing the way we have been doing assessment so that it achieves it's intended objective (the concept we are testing). When we talk about being open to other answers, the problem may be that not every teacher may be able to agree on the boundary around this.

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I would set better questions. Questions that are not vague or too open to other interpretation.

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I would set better questions. Questions that are not vague or too open to other interpretation.

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I think of all the possible answers from the perspective of a teacher and as well as from the pupils

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I realised that pupils may not have the language ability that we expect them to have and as such, we should mark for conceptual understanding rather than penalizing them for their language. As long as they can show evidence of conceptual understanding, pupils should be given the mark that they deserve.

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I would refer back to the objective tested for that question to assess if my pupils' responses can be accepted.

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I realised that I have to read the question as a whole and look if students have answered the questions to what the objective of the question wants.

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I will go back to asking what science concept is being tested and if that was answered. 

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I will go back to asking what science concept is being tested and if that was answered. 

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Though I have been looking at their answers in totality, I would remind myself to read their answers as a whole and if their answers satisfy the concept tested.