A Qualitative Research Study Examining an Assessment both for and as Learning in a Science Lesson based on a Strategy of Formative Assessment: Analyzing the Fifth-Grade Unit on the “Dissolution of Substances”

Abstract

We planned, presented, and verified the effectiveness of a science lesson based on the strategy of formative assessment. Our strategy was based on the proposal of Wiliam (2010), in which he proposes five strategies: 1) Clarifying, sharing, and understanding learning intentions and criteria for success, 2) Engineering classroom activities that elicit evidence of learning, 3) Providing feedback that moves learners forward, 4) Activating students as instructional resources for one another, and 5) Activating students as owners of their own learning. The lesson we designed was based on the unit of “Dissolution of substances”. Result indicated that: (1) The teachers and pupils shared learning goals, the pupils expressed their learning outcomes, and teachers provided feedback based on these; (2) Pupils reached the learning goals through self- and peer-assessment; and (3) Teachers reflected on their own teaching and tried to correct and improve. The strategy proposed by Wiliam in 2010 was thus verified to be a useful framework for designing science lessons in Japan’s education system.