Blog
About

174
views
0
recommends
+1 Recommend
1 collections
    1
    shares
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

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

      London Review of Education

      UCL Press

      teacher assessment, validity, reliability, teacher assessment literacy, primary science

      Read this article at

      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          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.

          Related collections

          Most cited references 31

          • Record: found
          • Abstract: not found
          • Book: not found

          ‘In-depth interviews’

            Bookmark
            • Record: found
            • Abstract: not found
            • Book: not found

            ‘National curriculum assessment: How to make it better’

             D. Wiliam, (2003)
              Bookmark
              • Record: found
              • Abstract: not found
              • Book: not found

              ‘Developing assessment capable teachers in this age of accountability’

                Bookmark

                Author and article information

                Journal
                lre
                lre
                London Review of Education
                LRE
                UCL Press (UK )
                1474-8479
                21 July 2020
                : 18
                : 2
                : 221-235
                Affiliations
                Bath Spa University, UK
                Author notes
                Corresponding author: Email: s.earle@ 123456bathspa.ac.uk
                Article
                10.14324/LRE.18.2.06
                Copyright © 2020 Earle

                This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.

                Page count
                References: 55, Pages: 16
                Product
                Categories
                General Articles

                Comments

                Comment on this article

                London Review of Education
                Volume 18, Issue 2

                Similar content 207