Balancing the Demands of Validity and Reliability in Practice: Case Study of a Changing System of Primary Science Summative Assessment

Autor/in	Earle, Sarah
Titel	Balancing the Demands of Validity and Reliability in Practice: Case Study of a Changing System of Primary Science Summative Assessment
Quelle	In: London Review of Education, 18 (2020) 2, S.221-235 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Earle, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8479
Schlagwörter	Elementary School Science; Summative Evaluation; Student Evaluation; Elementary School Students; Validity; Reliability; Foreign Countries; Elementary School Teachers; Assessment Literacy; United Kingdom (England) + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Gültigkeit; Reliabilität; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Teacher summative judgements of children's attainment in science, which are statutory at age 11 in England, require consideration of both valid sampling of the construct and reliable comparison of outcomes. In order to develop understanding of the enacted 'trade off' between validity and reliability, this three-year case study, within the Teacher Assessment in Primary Science (TAPS) project, was undertaken during a period of statutory assessment change in England. The case demonstrates an ongoing balancing act between the demands of reliability and validity, and resulted in the development of a teacher assessment seesaw, which provides a model for both interpreting and supporting practice, within and beyond primary science. (As Provided).
Anmerkungen	UCL Press. University College London (UCL), Gower Street, London WC1E 6BT. email: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/london-review-of-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01