| Abstract: | The restricted range of biology investigations submitted for assessment in England and Wales, almost exclusively laboratory-based and with very little fieldwork, can be seen as a consequence of Sc1 being perceived as a skills-based performance model. An alternative approach to procedural understanding conceptualises investigations as the process of utilising a knowledge base, the Concepts of Evidence. Four biology investigations set in different contexts are analysed in this paper and the Concepts of Evidence used are shown to be very similar for each. However, the sequence in which ideas are used and actions occur differs between lab-based investigations and fieldwork. A case is made for the assessment of investigations against the Concepts of Evidence in written tests as being potentially a more reliable and valid way of assessing the ideas used in all types of biology investigations, thus reducing the distorting effect of assessment on the curriculum. |
