scholarly journals Development and exemplification of a model for Teacher Assessment in Primary Science

2017 ◽  
Vol 39 (14) ◽  
pp. 1869-1890
Author(s):  
D. J. Davies ◽  
S. Earle ◽  
K. McMahon ◽  
A. Howe ◽  
C. Collier
Keyword(s):  
Teacher Assessment ◽  
Primary Science

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 Formative Decision-Making in Response to Primary Science Classroom Assessment: What to do Next?

2021 ◽  
Vol 5 ◽  
Author(s):  
Sarah Earle
Keyword(s):  
Decision Making ◽  
Classroom Assessment ◽  
Science Classroom ◽  
Primary Teachers ◽  
Teacher Assessment ◽  
Primary Science ◽  
Assessment Activity ◽  
Whole Class ◽  
Pupil Learning ◽  
Use Of Assessment

Classroom assessment is purposeful when the information is utilised by teachers to support learning. Such formative assessment practices can be difficult to enact in a primary science classroom, with the whole class often involved in practical activities and with limited lesson time. This preliminary study seeks to explore formative decision-making and the subsequent actions taken by teachers in the classroom. Primary teachers who used a Teacher Assessment in Primary Science (TAPS) Focused Assessment activity were asked to describe what action they took as a result of the classroom interactions stimulated by the activity. 142 teachers in 9 regions of England completed a paper questionnaire at a training day. The qualitative data pertinent to the study was extracted and thematic content analysis carried out to determine the kinds of actions and changes to practice that were described. It was found that the “next step” described by teachers varied in timing; some made changes within the lesson, others provided follow up activities or made longer-term adaptation to teaching practices. Being responsive to the assessment information provided by the children took many forms, for example, supporting pupils to reflect on investigations during the lesson, discussing vocabulary or concepts, providing time for further exploration, or explicit modeling of science skills. Formative decisions were taken at a whole class level, rather than making individual adaptations. It is argued that enabling teachers to be more explicit about their tacit decision-making could support them to make more formative use of assessment information to support pupil learning.

Evidential reasoning in teacher assessment

2007 ◽  
Author(s):  
Arthur Recesso ◽  
Sara E. Templin ◽  
Celil Ekici ◽  
Allan Cohen
Keyword(s):  
Teacher Assessment ◽  
Evidential Reasoning

Primary Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK) In Malaysia

2016 ◽  
Vol 6 (2) ◽  
pp. 167 ◽  
Author(s):  
Mohammed Yousef Mai ◽  
Mahizer Hamzah
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Information And Communications Technology ◽  
Primary Science ◽  
Pedagogical Content ◽  
Technology Application ◽  
Teachers Perceptions

The integration of Information and Communications Technology (ICT) in classrooms has been a challenge for the educational systems that aim to cope with the needs and the demands of the 21st century. The TPACK framework represents the knowledge needed by teachers bringing together content knowledge, technological knowledge and pedagogical knowledge with the aim of integrating ICTs into teaching-learning processes. The aim of this study is to determine the primary science teachers’ perceptions of technological pedagogical content knowledge (TPACK) addressing teachers’ perceptions of the affordances of technology application in instruction. A total of 133 prımary science teachers in Malaysia were surveyed (Female= 67, Male= 66). Data were collected through “Technological Pedagogical and Content Knowledge” (TPACK) scale. The questionnaire consisted of 47 questions about TPACK and is based on the survey instrument developed by Schmidt et al. (2009). TPACK involving the seven factors of technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), as well as synthesized knowledge of technology, pedagogy, and content (TPC). The findings indicate that primary science teachers perceive higher self-confidence in pedagogical knowledge in general. Further, no differences between science teachers’ perceptions according to thier gender, while there are diferences between the teachers perceptions of PK, CK, and PCK accordıng to their age

Pemetaan Pengetahuan Guru TK tentang Keterampilan Gerak Dasar Anak TK

2019 ◽  
Vol 5 (2) ◽  
pp. 76
Author(s):  
Nila Fitria ◽  
Rohita Rohita
Keyword(s):  
Survey Research ◽  
Motor Skills ◽  
Motor Development ◽  
Quantitative Methods ◽  
Educational Background ◽  
Kindergarten Teachers ◽  
Teacher Assessment ◽  
Kindergarten Children ◽  
Basic Movement ◽  
Basic Motion

<p><em>Abstrak</em><strong> - Pertumbuhan perkembangan dan belajar melalui aktivitas jasmani akan mempengaruhi tiga ranah dalam pendidikan yang meliputi ranah kognitif (menyadari gerak), ranah psikomotor (pertumbuhan biologis, kesehatan, kebugaran jasmani), dan ranah afektif (rasa senang, aktualisasi diri, konsep diri) [1]. Permasalahan yang tampak di era digital ini, terbatasnya kemampuan motorik anak dikarenakan anak-anak usia dini sudah terpapar oleh <em>gadget </em>sejak dini. Sehingga kemampuan motorik anak era digital terbatas karena pengaruh <em>gadget. </em>Tujuan dari penelitian ini adalah mengetahui tingkat pengetahuan guru keterampilan gerak dasar anak TK. </strong><strong>Penelitian ini dilakukan dengan metode kuantitatif dengan jenis penelitian survei. Penelitian survei merupakan penelitian yang menggunakan kuesioner sebagai instrumen penelitian. </strong><strong>Penelitian yang dilakukan di Taman Kanak-Kanak yang berada pada Gugus Cut Nyak Dien. 32 guru TK yang berada di Gugus Cut Nyak Dien dengan latar belakang pendidikan dari sarjana pendidikan, 65% masa kerjanya 2 tahun. Terdapat 15 guru TK yang memiiki pengetahuan yang tinggi dalam pengetahuan keterampilan gerak dasar. Terdapat 6 guru TK yang memiliki pengetahuan dalam kategori sedang terhadap pengetahuan keterampilan gerak dasar pada motorik kasar. Serta terdapat 12 guru TK yang memiliki pengetahuan yang rendah terhadap pengetahuan keterampilan gerak dasar dalam motorik kasar anak TK. Sejumlah 18% dari jumlah guru memiliki pengetahuan mengenai gerak lokomotor dan 15% dari jumlah guru belum memiliki pengetahuan mengenai gerakan non-lokomotor. Guru dapat mengimplementasikan ketiga keterampilan gerak dasar dalam berbagai kegiatan motorik melalui menari, senam, dan bentuk permainan yang diciptakan oleh guru. Penilaian keterampilan gerak dasar dilakukan guru TK dan guru melalui pengamatan. Sejumlah 75% guru TK mengetahui tujuan stimulasi keterampilan gerak dasar anak yaitu untuk meningkatkan perkembangan motorik anak.</strong></p><p> </p><p><em>Abstract <strong>- </strong></em><strong>Developmental growth and learning through physical activity will affect the three domains in education which include cognitive domains (aware of motion), psychomotor domains (biological growth, health, physical fitness), and affective domain (pleasure, self-actualization, self-concept) </strong>[1]<strong>. Problems that appear in this digital era, limited motoric abilities of children because early childhood have been exposed to gadgets early. So that the digital motor skills of children are limited due to the influence of gadgets. The purpose of this study was to determine the level of teacher knowledge of basic movement skills of kindergarten children. This research was conducted with quantitative methods with the type of survey research. Survey research is a study that uses a questionnaire as a research instrument.</strong><strong><em> </em></strong><strong>Research carried out in kindergartens in Cut Nyak Dien's Cluster. 32 kindergarten teachers who are in Cut Nyak Dien Group with educational background from undergraduate education, 65% working period is 2 years. There are 15 kindergarten teachers who have high knowledge in basic motion skills knowledge. There are 6 kindergarten teachers who have knowledge in the moderate category of basic motion skills knowledge in gross motor skills. And there are 12 kindergarten teachers who have low knowledge of basic motion skills knowledge in rough motoric kindergarten children.A total of 18% of teachers have knowledge of locomotor motion and 15% of teachers have no knowledge of non-locomotor movements. TK teachers can implement all three basic motion skills in various motor activities through dancing, gymnastics, and forms of games created by the teacher. Assessment of basic motion skills is done by kindergarten teachers and teachers through observation. 75% of kindergarten teachers know the purpose of stimulating children's basic motion skills, namely to improve children's motor development.</strong></p><p><strong> </strong><strong><em>Keywords - </em></strong><em>Knowledge, Teacher, Skills, Basic movement</em></p>

Primary Science: are there any reasons to be cheerful?

FORUM ◽  
2010 ◽  
Vol 52 (3) ◽  
pp. 381
Author(s):  
JANE TURNER
Keyword(s):  
Primary Science
Sign in / Sign up

Export Citation Format

Share Document