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This article argues that the recent move by Ofqual to require assessment of investigative skills through terminal examinations, as opposed to coursework or controlled assessment, represents an opportunity to re-examine the role of investigative learning in science.
Pearson's work with teachers and wider stakeholders in the science community often points to a common desire to ensure students experience science in as real a way as possible. This has often become at odds with the needs of a standardised assessment system for high-stakes assessment such as GCSEs in England. The question we pose is what does the education system as a whole need to do to ensure teachers can use the freedom provided by the proposed new assessment regime to improve the science learning experience?
