Earle, S 
ORCID: 0000-0002-6155-1098
(2018)
'Use of case study to develop and exemplify of a model of teacher assessment.'
In: Finlayson, O.E, McLoughlin, E, Erduran, S and Childs, P, eds.
Electronic proceedings of the ESERA 2017 Conference - Research, Practice and Collaboration in Science Education.
(co-ed. Jens Dolin), Pt. 11
.
Dublin City University, Dublin, Ireland, pp. 1386-1393.
ISBN 9781873769843
Abstract
The Teacher Assessment in Primary Science (TAPS) project is based at Bath Spa University and funded by the Primary Science Teaching Trust. Using a Design-Based Research (DBR) approach it has worked collaboratively with schools to operationalize a model of teacher assessment put forward by the Nuffield Foundation (2012) whereby formative classroom assessment information is summarized for summative purposes (Davies, Earle, McMahon, Howe & Collier, 2017). This paper presents a case study of one of the TAPS project schools utilizing data from school visits and TAPS development days, collected between June 2013 and June 2015. The case study addresses research questions around the nature of formative and summative assessment, and the relationship between the two within the school. In discussion of the case, the aim is to explore the enactment of a‘formative to summative’ approach to assessment in primary science, as proposed by the Nuffield Foundation (2012) and TAPS (Davies et al. 2016). Key features of practice drawn from the case include the use of: pupil self and peer assessment; explicit criteria; and whole school moderation meetings. Questions are raised for the DBR approach regarding benefits of the partnership for the school, since little change in primary science practice was seen during the case study period; whilst the school has supported development of the TAPS pyramid model, for example, with the inclusion of a ‘shared understanding’ criterion in response to practice seen in schools.
| Item Type: | Book Chapter or Section |
|---|---|
| Note: | Conference proceedings from a paper presented at ESERA 2017: 12th Biannual Conference of the European Science Education Research Association, 21-25 August 2017, Dublin, Ireland. Full text available at URL above. APA citation recommended by proceedings: Earle, S (2018) Use of case study to develop and exemplify of a model of teacher assessment. In O.E. Finlayson, E. McLoughlin, S. Erduran, S. & P. Childs (Eds.), Electronic proceedings of the ESERA 2017 Conference - Research, Practice and Collaboration in Science Education, Part 11 (co-ed. Jens Dolin), (pp. 1386-1393). Dublin, Ireland: Dublin City University. ISBN 9781873769843. |
| Keywords: | formative assessment, design-based research, primary school |
| Divisions: | School of Education |
| Related URLs: | |
| Date Deposited: | 25 Jan 2019 10:31 |
| Last Modified: | 24 Jan 2023 05:30 |
| URI / Page ID: | https://researchspace.bathspa.ac.uk/id/eprint/11918 |
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