ABSTRACT
This chapter is about the dilemmas faced by teachers when they teach and assess science coursework in upper secondary school in England. Current thinking about assessment places a high value on coursework activities since, in contrast with end-point examinations, they can provide considerable scope for formative assessment and the enhancement of student learning. However, teachers’ practice of formative assessment will be strongly influenced by the context in which they work. The chapter reports some of the findings of a research study (Gioka, 2004) exploring the ways in which teachers use formative assessment practices as they help their students improve science coursework reports and how they manage this alongside their role in summative assessment. Teachers play an important role as assessors in the national examination system where teacher grades for science coursework contribute to students’ overall final grades. By examining the case of teaching and assessment of coursework, I explore how teachers cope with their role as both instructors and assessors of coursework
