Confidence vs Correctness: a study of how assessment for learning (AFL) impacts confidence and attainment in a Year 10 chemistry class studying Collision Theory
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Authors
Charnley, Kate
Publication Date
2021-06-01Journal Title
Journal of Trainee Teacher Educational Research
ISSN
2043-8338
Publisher
Faculty of Education
Volume
12
Pages
449-480
Type
Article
Metadata
Show full item recordCitation
Charnley, K. (2021). Confidence vs Correctness: a study of how assessment for learning (AFL) impacts confidence and attainment in a Year 10 chemistry class studying Collision Theory. Journal of Trainee Teacher Educational Research, 12 449-480. https://doi.org/10.17863/CAM.84208
Abstract
The interrelationship between secondary school student confidence and attainment in science is a phenomenon that has been well documented by the science education community. The purpose of this action research intervention was to acquire an in depth knowledge of the relationship between self-confidence and academic attainment, and to explore the impact that a confidence based assessment for learning (AFL) could have on student self-confidence and attainment in science. The study was implemented during a five lesson sequence on Collision Theory with a representative top-set Year 10 class. A review of the literature indicated that a significant correlation exists between assessment, student self-confidence and attainment. The analysis of the results of the impact of confidence based AFL showed that the confidence of each of the students in the science classroom is significantly increased, yet altogether each student’s attainment remains similar. Further analysis using a questionnaire suggested that students with the lowest confidence levels in science could in fact experience the greatest increase in their self-confidence in assessments through the use of regular confidence based AFL.
Keywords
PGCE Secondary Science, Chemistry, Year 10, Education, Classroom, Assessment for Learning
Identifiers
This record's DOI: https://doi.org/10.17863/CAM.84208
This record's URL: https://www.repository.cam.ac.uk/handle/1810/336789
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