Evaluation and Research in Education
Editor: Professor Keith Morrison, Inter-University Institute of Macau
Associate Editor: Professor Stephen Gorard, University of York
Statistical Adviser: Professor Colin Baker, University of Wales Bangor
Reviews Editor: Dr. Emma Smith, University of York
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Volume: 15 Number: 2 Page: 55–68
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Mode of Assessment and its Effect on Children's Performance in Science
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Donald Gray and Bob Sharp
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The research described here was an attempt to focus on and examine the phenomenon of differential performance on different modes of assessment noticed in the Assessment of Achievement Programme (Science),
in Scotland. The research examined the performance of a sample of Primary 6 (10/11 years old) children on two modes of assessment. Comparable tasks were devised in both pencil and paper and more 'practical'
formats and children's performance on these tasks analysed. The assessments and procedures used were refined and repeated in a second phase. Results suggest there is evidence that children, particularly
lower achievers, perform better on more interactive, practically based tasks than on comparable tasks presented in a purely pencil and paper format. There is also evidence to suggest that there may be gender
related differences in performance.
© Multilingual Matters 2001
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