ABSTRACT

Background

An earlier article in this journal provided a mapping of primary science teacher assessment practices in England using teacher reflections written for Round 4 of the Primary Science Quality Mark (PSQM).

Purpose

In the intervening years, the National Curriculum and statutory assessment system of levels has been replaced with a system of age-related expectations and a call for schools to develop their own systems of assessment. The aim of this study is to find out whether schools have changed their practices and to consider the ongoing changes they are making to their systems of assessment.

Sample

The previous analysis of 91 Round 4 schools in March 2013 was compared to teacher reflections from 200 schools from across England in the more recent PSQM Round 13, June 2017.

Design and methods

Qualitative content analysis was used to code the reported assessment methods in PSQM Round 13. The frequency of assessment methods were compared to the Round 4 mapping.

Results

Reported practice in summative assessment in Round 13 included more ‘ongoing’ assessment information, which could potentially support a more valid sampling of the construct, but there was a lack of clarity regarding the use of data tracking systems. In the PSQM year, subject leaders described starting or developing the use of a range of published and school developed resources to support assessment practices in formative and summative assessment.

Conclusion

Changing statutory assessment processes instigates change in school practices, but without support for teacher assessment literacy, the implementation of new assessment systems may not lead to clear processes for assessment which support learning in primary science.

中文翻译：

---

英国小学的科学教师评估发生了什么变化？重新审视初级科学质量标志的证据

摘要

背景

本杂志较早的一篇文章使用为小学科学质量标记 (PSQM) 第 4 轮编写的教师反思，提供了英格兰小学科学教师评估实践的映射。

目的

在其间的几年中，国家课程和法定水平评估系统已被与年龄相关的期望系统所取代，并呼吁学校制定自己的评估系统。这项研究的目的是找出学校是否改变了他们的做法，并考虑他们正在对其评估系统进行的持续改变。

样本

之前在 2013 年 3 月对 91 所第 4 轮学校进行的分析与 2017 年 6 月最近的 PSQM 第 13 轮中来自英格兰各地 200 所学校的教师反馈进行了比较。

设计与方法

定性内容分析用于对 PSQM 第 13 轮报告的评估方法进行编码。评估方法的频率与第 4 轮映射进行了比较。

结果

第 13 轮总结性评估中报告的实践包括更多“正在进行的”评估信息，这可能支持更有效的结构抽样，但数据跟踪系统的使用缺乏明确性。在 PSQM 年，学科带头人描述了开始或开发使用一系列已出版和学校开发的资源来支持形成性和总结性评估中的评估实践。

结论

改变法定评估流程会促使学校实践发生变化，但如果不支持教师评估素养，新评估系统的实施可能不会导致支持小学科学学习的明确评估流程。