Show simple item record

dc.contributor.authorDavies, Dan
dc.contributor.authorEarle, S
dc.contributor.authorMcMahon, K
dc.contributor.authorHowe, A
dc.contributor.authorCollier, C
dc.date.accessioned2017-08-23T14:34:38Z
dc.date.available2017-08-23T14:34:38Z
dc.date.issued2017-08-05
dc.identifier.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, (in press)en_US
dc.identifier.urihttp://hdl.handle.net/10369/8757
dc.descriptionThis article was published in International Journal of Science Education on 05 August 2017 (online), available at http://dx.doi.org/10.1080/09500693.2017.1356942en_US
dc.description.abstractThe 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.en_US
dc.description.sponsorshipThe authors acknowledge the support of the Primary Science Teaching Trust, UK.en_US
dc.language.isoenen_US
dc.publisherTaylor & Francis Onlineen_US
dc.relation.ispartofseriesInternational Journal of Science Education;
dc.subjectPrimary Science Educationen_US
dc.subjectTeacher Assessmenten_US
dc.subjectFormative Assessmenten_US
dc.subjectDesign-based Researchen_US
dc.titleDevelopment and Exemplification of a Model for Teacher Assessment in Primary Scienceen_US
dc.typeArticleen_US
dc.identifier.doihttp://dx.doi.org/10.1080/09500693.2017.1356942
dcterms.dateAccepted2017-07-14
rioxxterms.versionAMen_US
rioxxterms.licenseref.urihttps://creativecommons.org/licenses/by-nc-nd/3.0/en_US
rioxxterms.licenseref.startdate2017-08-23
rioxxterms.freetoread.startdate2019-02-05


Files in this item

Thumbnail

This item appears in the following collection(s)

Show simple item record