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

ABSTRACT

The Teacher Assessment in Primary Science project is funded by the Primary Science Teaching Trust and based at Bath Spa University. The study aims to develop a whole-school model of valid, reliable and manageable teacher assessment to inform practice and make a positive impact on primary-aged children’s learning in science. The model is based on a data-flow ‘pyramid’ (analogous to the flow of energy through an ecosystem), whereby the rich formative assessment evidence gathered in the classroom is summarised for monitoring, reporting and evaluation purposes [Nuffield Foundation. (2012). Developing policy, principles and practice in primary school science assessment. London: Nuffield Foundation]. Using a design-based research (DBR) methodology, the authors worked in collaboration with teachers from project schools and other expert groups to refine, elaborate, validate and operationalise the data-flow ‘pyramid’ model, resulting in the development of a whole-school self-evaluation tool. In this paper, we argue that a DBR approach to theory-building and school improvement drawing upon teacher expertise has led to the identification, adaptation and successful scaling up of a promising approach to school self-evaluation in relation to assessment in science.     

Guiding Professional Students to Literacy in Physical Activity Education

There was a field called physical education. With so many names it writhed in frustration. Still it dithered and blathered while peregrinating, and finally died silently while still ruminating.

The author argues that physical education has gradually declined in the second half of the twentieth century. Can the field ever hope to become vital to the provision of healthful, developmental physical activity for all of the country's population (whether they be students or members of the general public)? The question is answered affirmatively IF AND ONLY IF the present field moves to make truly significant changes in its present mode of operation. Such change involves bold action to produce true specialists in physical activity education based the knowledge available to the profession from an undergirding discipline titled (e.g.) developmental physical activity. For optimum development of the profession, the coaching of competitive sport should be transferred out of the department.     

A History of the Big Ten Body-of-Knowledge Project in Physical Education

This paper examines the relationship between coaching and teaching. By examining the content of physical education and sports programs and the methods through which this content is engaged, the conception of coaching is expanded to include attributes that are typically viewed as having to do with the “educational enterprise.” Physical education must take seriously the teaching of sport as the competitive activity it is meant to be if physical education is to fulfill its role as an educative activity.     

American Colleges and Their Relation to the Present Economic Crisis

Introductory Note: — The following pages constitute a report and an interpretation of the conference of the “Educational Institutions” group, of which I was chairman, held as a part of the Twenty‐Eighth Annual Convention of the Religious Education Association, in Atlanta, Georgia, April 15‐17. The discussion occupied the whole of the forenoon and afternoon sessions of Thursday, April 16, and part of the afternoon of Friday, April 17, concluding with the chairman's report to the closing General Session of the Convention, Friday night, April 17.

In attendance at the conference were representatives of a wide range of educational institutions from a score of states, in addition to whom were ministers, professional and business men, and other citizens of Atlanta.

The conference was conducted without formal addresses but with informal discussion from the floor. To give direction to the discussion, it was conducted around the four main questions given below. A few persons had been requested beforehand to open the discussion with five minute statements prepared in advance, after which came the general discussion.

Appreciative acknowledgment is hereby extended to the persons who opened the discussions upon the questions as indicated.     

“No Fun Games”: Engagement Effects of Two Gameful Assessment Prototypes

Assessments with features of games propose to address student motivation deficits common in traditional assessments. This study examines the impact of two “gameful assessment” prototypes on student engagement and teacher perceptions among 391 Grades 3–7 students and 14 teachers in one Midwestern and one Northwestern school. Using mixed methods, it finds higher satisfaction for students taking gameful assessments, and conflicting attitudes from teachers regarding the impact of gameful assessments on students' intrinsic motivation and desire to learn. The article concludes by discussing opportunities for continued iteration and innovation in gameful assessment design. (Keywords: gaming; gameful assessment; mixed methodology)