Summative assessment of chemistry at 14-18
Summary of contents
Assessment is a powerful force in shaping how chemistry is taught and experienced in schools. However, current high-stakes, exam-focused assessment practices often narrow the curriculum, prioritise factual recall and undervalue essential skills such as practical investigation, creativity and critical thinking. This approach can disadvantage many learners and limit engagement with the subject. To ensure chemistry remains inclusive and future-ready, the approach to assessment needs to evolve. Assessment should reflect the nature of chemistry and prepare learners for further study and the scientific workplace. A rebalanced approach 鈥� valuing both conceptual depth and hands-on experience 鈥� will foster deeper learning, value all learners and a wider breadth of scientific ability. This includes direct assessment of practical skills, improved accessibility in assessment design (including tiering and language demand)and a move to carefully implemented digital innovations over time.