The document discusses research into children's perspectives on science assessment. It describes using a children's rights-based methodology, including children's participation through Children's Research Advisory Groups (CRAGs). The CRAGs were involved in the initial survey design, providing input and feedback. The research team then analyzed survey results and discussed interpretations with the CRAGs. Key conclusions were that most children viewed science assessments positively, and including children's perspectives leads to better decisions about their education.

1. “Marks tell you how you’ve done; comments tell
you why”
Colette Murphy
School of Education
Queen’s University
Belfast

2. Research questions
Is assessment putting children off science?
What ‘works’ for children re science assessment?
What can we learn from the children’s perspectives?

3. Children’s rights approach
•

4. Children’s rights approach
• The research drew from a children’s rights-based methodology
employed in other projects (eg Lundy & McEvoy, 2008) which
involved in particular:
– Children’s participation in the research process
– Children’s research advisory groups (CRAGs)
– Children’s rights-based research instruments
– Online surveys with children

5. Children’s rights-based
Initial Meetings with Children’s Research Advisory Groups
research methodology
Capacity building activities are undertaken to engage children in CRAGs with
the issues surrounding the research questions.
Children’s input is sought into the most effective way to engage their peers in
the research
Initial Survey Design
Research team design online survey based on children’s
responses during initial meeting(s)
Run Survey
Review and Refine Survey survey design Online survey is opened to all participating
children
Meeting is held with CRAGs to ascertain views completed
on ‘draft’ online survey. This is amended as
appropriate.
Collate Data
Research team collate and analyse data
Pilot Survey
Survey is piloted with children who are neither
Meeting with CRAGs
members of CRAGs nor will be participants in Children in CRAG are engaged in a range of activities
the study to involve them in the analysis and interpretation of
data from the survey
Children’s input is sought in relation to dissemination
of findings to their peers

6. CAPACITY BUILDING

10. Audience

11. What we learned from children:
data interpretation

12. What we learned from children:
assessment
How useful do you think science assessments in
primary school are for children?
I think I would do a group assessment to assess the children with
very useful, different abilities and learning styles. I would do this because I think it
not useful
useful or a little
at all is unfair to some children doing well because they are more of writing
useful
answers and some children are more of talking and some are more
drawing. So I would do some assessments as classwork, orally
Responses about impact of assessment asking questions…
on home life & friendships
I would organise trips to science museums but make it fun and
enjoyable. I would also enter them in science competitions so that they
can get a reward out of it. Then after every three to five weeks I would
hand out some sheets asking them to write down how they feel, how
Positive
this can be improved and if they have any questions I will also give out
Not positive
something like an assessment where they can research and write
down info so they have a taste of secondary school

13. Some conclusions
• Most children are POSITIVELY inclined towards testing in
science
• By including and respecting the children’s perspective, we
can make much better decisions regarding all aspects of
their education.
• Children often have a much more sophisticated
understanding of the issues than they are given credit for
- they raise issues which might otherwise be overlooked.
• Adults may have the responsibility for making decisions
but it is the children who live with the consequences.