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Teacher Assessment in Primary Science (TAPS): use of a self-evaluation tool for school development

Earle, S, Rodger, P and Qureshi, A (2016) Teacher Assessment in Primary Science (TAPS): use of a self-evaluation tool for school development. In: Using STEM Research Conference: Using Research to Improve Teaching and Learning of STEM Subjects, 20 - 21 May 2016, National STEM Learning Centre, University of York, York, UK.

Abstract

After the introduction of the new assessment and accountability measures (2015), many primary schools need support to develop valid and reliable teacher assessment that will make a positive impact on children’s learning. These are also the main aims of the Teacher Assessment in Primary Science (TAPS) project, which is led by the Institute for Education at Bath Spa University and funded by the Primary Science Teaching Trust – PSTT. Following the recommendation of the Nuffield Foundation (2012) on how to make better use of formative assessment data, the researchers developed a pyramid model whereby assessment information flowed from classroom practice to whole school summative reporting. Working in collaboration with local project schools, the Primary Science Quality Mark (PSQM) and PSTT College Fellows, the researchers also created a school self-evaluation framework, which defines and exemplifies teacher assessment at pupil, teacher and whole school levels. This symposium will discuss key issues related to assessment in primary science; explore how TAPS project schools have developed their teacher assessment in response to use of the self-evaluation tool, including case study presentations from two teachers.

Item Type: Conference or Workshop Item (Paper)
Additional Information:

School case studies:
- Pauline Rodger (Holt Primary School)
- Asima Qureshi (Meadowbrook Primary School)

Divisions: Institute for Education
Date Deposited: 01 Sep 2016 16:03
Last Modified: 01 Sep 2016 16:03
URI: http://researchspace.bathspa.ac.uk/id/eprint/8208
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