1. Teacher Assessment in Primary Science (TAPS) PSTT, Belfast June 2016 Sarah Earle @PriSciEarle s.earle@bathspa.ac.uk Working with teachers to develop a bank of examples and a supportive structure for a shared understanding of focused assessment.

2. Teacher Assessment in Primary Science (TAPS) Funded by Primary Science Teaching Trust. Based at Bath Spa Institute for Education. Working with TAPS project schools, PSQM, PSTT college fellows. Aiming to develop support for a valid, reliable and manageable system of science assessment which will have a positive impact on children’s learning.. Practice into research Research into practice

3. TAPS so far Reports summarising of approaches Pyramid self-evaluation tool with examples Focused assessment plans Examples of children’s learning https://pstt.org.uk/resources/curriculum-materials/assessment

4. What does this look like in practice? A Design- Based Research approach Nuffield Foundation (2012) Developing Policy, Principles and Practice in Primary School Science Assessment. London: Nuffield Foundation

5. Summarise ongoing formative assessment for different reporting purposes Principles and examples of AfL = most impact on learning Ongoing formative assessment can be summarised Summative reporting e.g. based on range of info Active pupil involvement e.g. self/peer assessment Monitoring e.g. manageable records, moderation Responsive teaching e.g. clear focus, Qs, feedback Whole sch processes Introducing the TAPS pyramid for school self-evaluation Range of info/contexts supports validity (all areas e.g. WS) Shared understanding and moderation supports reliability (consistency) Focus, clear purpose and examples support manageability

6. How would you group these?

7. Pupils assess peers' ideas and work Pupils assess their own ideas Pupils identify their existing ideas Developing pupil active involvement

8. Teachers plan opportunities to elicit through discussion Teachers adapt pace and give pupils time to reflect Teachers involve pupils in discussing criteria for success SLT look for responsive teaching

9. Moderation to support consistency/reliability ‘We discussed assessments: we found tracking every child on every objective was unmanageable.’ Moderation discussions ‘We tried a best fit model, but it was not really picking up the scientific thinking. We are now using Focused Assessments to look closely at one area of science at a time.’

10. Shared understanding of progression Developing a shared understanding

11. Pyramid self-evaluation tool discussion What is the picture for your school? What questions does this raise about assessment in schools? What questions does this raise about professional development? https://pstt.org.uk/resources/curriculum-materials/assessment

12. Try a focused assessment What responses would you expect of your children? What would you choose as a focus? A lesson where there are opportunities to assess a specific aspect of science Can be formative and summative

13. Focused recording is easier to assess The bigger bottle has more air in it to push it up so it goes higher Thomas will win because he can whack it really strong Y1/2 use their observations and ideas to suggest answers to questions Y5/6 report conclusions, causal relationships and explanations Y3/4 using results to draw simple conclusions, suggest improvements Focus is important – if have this then formative assessment can be summarised

14. We welcome feedback and further ideas Let us know what you think Coming soon: Database of focused assessment plans and work samples s.earle@bathspa.ac.uk@PriSciEarle