What Has Happened to Teacher Assessment of Science in English Primary Schools? Revisiting Evidence from the Primary Science Quality Mark

Autor/inn/en	Earle, Sarah; Turner, Jane
Titel	What Has Happened to Teacher Assessment of Science in English Primary Schools? Revisiting Evidence from the Primary Science Quality Mark
Quelle	In: Research in Science & Technological Education, 41 (2023) 1, S.22-38 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2020.1834375
Schlagwörter	Evaluation Methods; Science Education; Elementary School Teachers; Foreign Countries; Educational Quality; Student Evaluation; Reflection; Summative Evaluation; Educational Change; United Kingdom (England) + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Quality of education; Bildungsqualität; Schulnote; Studentische Bewertung; Bildungsreform
Abstract	Background: An earlier article in this journal provided a mapping of primary science teacher assessment practices in England using teacher reflections written for Round 4 of the Primary Science Quality Mark (PSQM). Purpose: In the intervening years, the National Curriculum and statutory assessment system of levels has been replaced with a system of age-related expectations and a call for schools to develop their own systems of assessment. The aim of this study is to find out whether schools have changed their practices and to consider the ongoing changes they are making to their systems of assessment. Sample: The previous analysis of 91 Round 4 schools in March 2013 was compared to teacher reflections from 200 schools from across England in the more recent PSQM Round 13, June 2017. Design and methods: Qualitative content analysis was used to code the reported assessment methods in PSQM Round 13. The frequency of assessment methods were compared to the Round 4 mapping. Results: Reported practice in summative assessment in Round 13 included more 'ongoing' assessment information, which could potentially support a more valid sampling of the construct, but there was a lack of clarity regarding the use of data tracking systems. In the PSQM year, subject leaders described starting or developing the use of a range of published and school developed resources to support assessment practices in formative and summative assessment. Conclusion: Changing statutory assessment processes instigates change in school practices, but without support for teacher assessment literacy, the implementation of new assessment systems may not lead to clear processes for assessment which support learning in primary science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01