1. Is assessment doing what we want it to do? Is it valid?
Whole sch
processes
Ongoing rich formative assessment can be summarised from a range of contexts
Summative reporting
e.g. based on range of info
Monitoring
e.g. manageable records, moderation
Responsive teaching
e.g. clear focus, Qs, feedback
Assessment to support learning
Funded by Primary Science Teaching Trust. Based at Bath Spa Institute for Education. Working with TAPS project schools, PSQM, PSTT college fellows
Is it assessing what it is meant to? (construct/content validity) Is it having the impact it is meant to? (consequential validity)
Summative teacher assessments can draw on a range of rich formative information
Active pupil involvement
e.g. self/peer assessment
Teacher Assessment in Primary Science (TAPS)
Sarah Earle @PriSciEarle

2. Are we assessing consistently? Is it reliable?
Moderation discussions
Developing a shared understanding of Working Scientifically
Developing a shared understanding of assessment
Many TAPS schools identified moderation as an area for development
Examples from Worlebury St Paul’s Primary, Victoria Park Primary, Shaw Primary

3. How can we make this manageable?
School self-evaluation to select focus for development
Examples are supportive
NEW database of focused assessment plans and examples
Focus, clear purpose and examples support manageability
bank of egs as recommended by the Assessment without levels commission
From TAPS, PSQM, PSTT
Self and peer assessment at Holt and Shaw