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Development and Exemplification of a Model for Teacher Assessment in Primary Science

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journal contribution
posted on 22.03.2022, 16:47 authored by Dan Davies, S. Earle, K. McMahon, A. Howe, C. Collier
The Teacher Assessment in Primary Science project is funded by the Primary Science Teaching Trust and based at Bath Spa University. The study aims to develop a whole-school model of valid, reliable and manageable teacher assessment to inform practice and make a positive impact on primary-aged children’s learning in science. The model is based on a data-flow ‘pyramid’ (analogous to the flow of energy through an ecosystem), whereby the rich formative assessment evidence gathered in the classroom is summarised for monitoring, reporting and evaluation purposes [Nuffield Foundation. (2012). Developing policy, principles and practice in primary school science assessment. London: Nuffield Foundation]. Using a design-based research (DBR) methodology, the authors worked in collaboration with teachers from project schools and other expert groups to refine, elaborate, validate and operationalise the data-flow ‘pyramid’ model, resulting in the development of a whole-school self-evaluation tool. In this paper, we argue that a DBR approach to theory-building and school improvement drawing upon teacher expertise has led to the identification, adaptation and successful scaling up of a promising approach to school self-evaluation in relation to assessment in science.

History

Published in

International Journal of Science Education

Publisher

Taylor & Francis

Version

AM (Accepted Manuscript)

Citation

Davies, D. J., Earle, S., McMahon, K., Howe, A. and Collier, C. (2017) 'Development and Exemplification of a Model for Teacher Assessment in Primary Science', International Journal of Science Education. doi: 10.1080/09500693.2017.1356942

Electronic ISSN

1464-5289

Cardiff Met Affiliation

  • Cardiff School of Education and Social Policy

Copyright Holder

© The Publisher

Language

en