scholarly journals Formative and summative assessment of science in English primary schools: evidence from the Primary Science Quality Mark

2014 ◽  
Vol 32 (2) ◽  
pp. 216-228 ◽  
Author(s):  
Sarah Earle
Keyword(s):  
Primary Schools ◽  
Summative Assessment ◽  
Primary Science ◽  
Quality Mark

scholarly journals An evaluation of the Quality Mark for History for primary schools in the UK

2018 ◽  
Vol 46 (6) ◽  
pp. 661-670
Author(s):  
Sue Temple ◽  
Bev. Forrest
Keyword(s):  
Primary Schools ◽  
Quality Mark ◽  
The Uk

scholarly journals “What do fishermen catch?”; Exploring Talk between Students in Primary Science Classroom Implementing Curriculum 2013

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Munasprianto Ramli
Keyword(s):  
Scientific Literacy ◽  
Primary Schools ◽  
Science Classroom ◽  
Science Lesson ◽  
Primary Science ◽  
Study Approach ◽  
Video Recorder ◽  
Field Note ◽  
Response Feedback

AbstractThe objective of this research is to explore of dialogue in primary science classrooms that implement Curriculum 2013. Dialogue is a term used in a broad sense to mean the exchange of information, thought and ideas from the sources to audiences through both written and spoken language. In this study, the sort of dialogue I am interested in is classroom talk; even more specifically, talk between students in the primary science classroom. A case study approach is employed for this study. I am focusing my study on twelve science lessons at year four of one primary schools in the Greater Jakarta. Data were gathered using classroom observations. I wrote a field note for each lesson and record the observation using audio and video recorder For analysing the data, I employed socio culture discourse analysis. The study shows that talk between students during a science lesson is adapted from both a traditional triadic pattern called Initiation, Response, Feedback (IRF) and a non-triadic pattern of Initiation, Response, Feedback, Response, Feedback (IRFRF) chain. In addition, the findings indicate that students were able to develop the four domains of scientific literacy through talks during science lessons.AbstrakTujuan dari penelitian ini adalah untuk mengeksplorasi dialog di dalam kelas sains dasar yang menerapkan Kurikulum 2013. Dialog adalah istilah yang digunakan dalam arti luas berarti pertukaran informasi, pemikiran dan ide-ide dari sumber pembicara ke lawan bicara melalui komunikasi baik lisan maupun tulisan. Dalam penelitian ini, jenis dialog yang menarik bagi peneliti adalah pembicaraan di kelas; khususnya, pembicaraan antara siswa di kelas sains tingkat Sekolah Dasar. Pendekatan studi kasus digunakan pada penelitian ini. Fokus penelitian ini adalah dua belas materi ajar mata pelajaran sains pada kelas empat dari salah satu sekolah dasar di Jabodetabek. Data penelitian ini dikumpulkan dengan menggunakan observasi kelas. Peneliti menulis catatan lapangan untuk setiap pengajaran dan merekam kegiatan pengajaran menggunakan audio dan perekam video. Untuk menganalisis data, peneliti menggunakan analisis wacana sosial budaya. Studi ini menunjukkan bahwa perbincangan antara siswa selama pelajaran sains diadaptasi dari pola triadic-tradisional yang disebut Initiation (Inisiasi), Response (Respon), dan Feedback (Timbal Balik) yang disingkat IRF dan pola non-triadic yang disebut Initiation (Inisiasi), Response (Respon), Feedback (Timbal Balik), Response (Respon), Feedback (Timbal Balik) yang disebut denga Rantai IRFRF. Selain itu, temuan menunjukkan bahwa siswa mampu mengembangkan empat domain literasi ilmiah melalui diskusi selama pelajaran ilmu pengetahuan 

scholarly journals Balancing the demands of validity and reliability in practice: Case study of a changing system of primary science summative assessment

2020 ◽  
Vol 18 (2) ◽  
Author(s):  
Sarah G. Earle
Keyword(s):  
Reliability And Validity ◽  
Summative Assessment ◽  
Teacher Assessment ◽  
Primary Science ◽  
Validity And Reliability ◽  
Trade Off

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.

scholarly journals Recognizing the needs – Student teachers´ learning to teach from teaching

2012 ◽  
Vol 4 (1) ◽  
pp. 92-107 ◽  
Author(s):  
Pernilla Nilsson
Keyword(s):  
Student Teachers ◽  
Professional Learning ◽  
Primary Schools ◽  
Teaching Practice ◽  
Learning To Teach ◽  
Primary Teacher ◽  
Primary Science ◽  
Science Student ◽  
Pedagogical Content ◽  
Insight Into

This paper is based on an exploration of the ways in which primary science student teachers recognize and learn about issues that shape their own professional learning. The paper discusses different perspectives of “knowledgebase needed for teaching” and Shulman’s concept of pedagogical content knowledge, and explores how elements of knowledge are to be recognized and further developed within primary teacher education. Primary science student teacher participants (n = 25) were stimulated to use portfolios as a tool to reflect upon situations within their six weeks teaching practice in pre- and primary schools in order to facilitate recognizing their knowledge needs. The results give an insight into what situations within the teaching practice that student teachers consider as important for their own learning to teach primary maths and science.

scholarly journals Complexity of Practical Work in Portuguese Primary Science Textbooks

2021 ◽  
Vol 26 (3) ◽  
pp. 281
Author(s):  
Sílvia Ferreira ◽  
Leonor Saraiva
Keyword(s):  
Scientific Knowledge ◽  
Cognitive Skills ◽  
Primary Schools ◽  
Theory And Practice ◽  
Practical Work ◽  
Primary Science ◽  
Science Textbooks ◽  
Low Level ◽  
Units Of Analysis ◽  
Quantitative And Qualitative Methods

Practical work and textbooks have an important role in primary science education. This study analyses the complexity of practical work in Portuguese primary science textbooks. The level of complexity was appreciated by the level of conceptual demand of practical work, as given by the type of practical work, the complexity of scientific knowledge, the complexity of cognitive skills and the degree of relation between theory and practice. The explicitness of practical work was also analysed. The study followed an approach that combines quantitative and qualitative methods of analysis and a total of 176 units of analysis were evaluated from six science textbooks, chosen among the most selected in Portuguese primary schools. The results showed that textbooks evidence a tendency towards a low level of conceptual demand of practical work, considering the proposals for practical activities and the related evaluation questions. Practical activities, mainly focused on practical exercises and illustrative experiences, tend to mobilize scientific knowledge and cognitive skills of a low level of complexity and point out to an apparent relation between theory and practice. The evaluation questions present a lower level of conceptual demand. The results also showed a weak concern with the explicitness of the practical work. However, findings also indicated that there are differences between the textbooks.

scholarly journals Improvisation of Teacher-Made Instructional Media and Students’ Performance in Primary Science in Nigerian Schools

2019 ◽  
pp. 63-68
Author(s):  
Udosen Idongesit N. ◽  
Ekukinam Thelma U.
Keyword(s):  
Test Performance ◽  
Primary Schools ◽  
Performance Test ◽  
Primary Science ◽  
Instructional Media ◽  
Standard Equipment ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
The Government

The study examines the effect of improvisation of teacher-made instructional media on students’ performance in some selected primary science concepts. Thus, a pre-test and post-test, non-randomized experimental design was adopted for the study. Three thousand, three hundred and sixty-eight (3,368) primary six pupils from 48 public primary schools in Akwa Ibom State formed the population while two hundred and nineteen primary six pupils from two schools formed the sample for the study. The two intact classes were exposed to standard and improvised science equipment. A Primary Science Performance Test (PSPT) instrument was used to collect data before and after each lesson. A t-test statistical analysis revealed that there is no significant difference of the post-test performance of intact classes exposed to improvised science equipment and those standard equipment indicating that pupils benefited equally from the standardized and improvised equipment with t-calculated score of 1.34 below the t-critical 2.92. It is recommended that the government should organize workshop on the use of improvised materials to change the orientation of the teacher centred instructional approach to teaching primary science.

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