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Thursday, June 6 • 2:00pm - 3:15pm
TAPS: making a lasting whole school impact LIMITED
Limited Capacity seats available

Overview
The PSTT's flagship Teacher Assessment in Primary Science (TAPS) project, has worked with teachers in all four countries of the UK to develop support for valid, reliable and manageable school assessment processes. Following a brief introduction to the TAPS project, its scope and resources; the speakers will explore how development and use of the TAPS resources has driven change in schools, with a range of examples from different regions. They will provide guidance on making the most effective use of the TAPS self-evaluation tool and focused assessment resources for enquiry, to support teacher assessment literacy and ensure whole school lasting impact.
 
Talk 1 – Sarah Earle
Dr Sarah Earle, project lead for TAPS, will briefly introduce the TAPS project, its scope and resources (Earle et al. 2015, Davies et al. 2017, Earle et al. 2018). She will then describe how development and use of the TAPS resources has led to changes in practice in a range of schools from different regions (Earle 2017, Earle 2018).
 
Talk 2 – Elaine Stockdale
Elaine Stockdale is a PSTT Fellow, science subject leader and Foundation Phase teacher at Tongwynlais Primary School in Cardiff, Wales. As part of the TAPS Cymru team she identified examples of assessment good practice in her school (Earle et al. 2018) and helped to develop a range of scientific enquiry focused assessment activities. She will explore the focused assessment approach and consider how the TAPS Cymru resources can be used to lead to staff development.

Talk 3 – Pauline Rodger
Pauline is a PSTT Fellow, science subject leader and Key Stage 2 teacher at Holt Primary School in Wiltshire, England. She has been a TAPS project teacher since its inception in 2013. Pauline will describe how she has developed and used the TAPS resources in her school and cluster. She will explore how to support staff to develop their assessment literacy, for example, by using moderation (Rodger 2018) and how to ensure whole school lasting impact.

Chaired by Derek Bell

References
Davies, D., S. Earle, K. McMahon, A. Howe & C. Collier (2017) Development and exemplification of a model for Teacher Assessment in Primary Science, International Journal of Science Education, 39:14, 1869-1890.
Earle, S, Davies, D, McMahon, K, Collier, C, Howe, A and Digby, R (2015) Introducing the TAPS pyramid model (interactive pdf). Bristol: Primary Science Teaching Trust. Earle, S. (2017) Use of case study to develop and exemplify a model of teacher assessment. In ESERA 2017: 12th Biannual Conference of the European Science Education Research Association, 21-25 August 2017, Dublin, Ireland.
Earle, S. (Ed.) (2018) Teacher Assessment in Primary Science (TAPS) special issue, Primary Science, 1-23.
Earle, S., Jones, B., Coakley, R., Fenn, L. and Davies, D. (2018) The Teacher Assessment in Primary Science (TAPS) Pyramid Model: TAPS Cymru: examples from Wales. Bristol: Primary Science Teaching Trust.
Rodger, P. (2018) Making more effective use of moderation, Primary Science TAPS special issue pp.11-12.

Chair
Speakers
avatar for Dr Sarah Earle

Dr Sarah Earle

Senior Lecturer, Bath Spa University
PR

Pauline Rodger

Y6 teacher, SLE science, PSTT fellow, PSQM Hub Leader, Holt VC Primary School


Thursday June 6, 2019 2:00pm - 3:15pm
Sidlaw Edinburgh International Conference Centre, 150 Morrison St, Edinburgh EH3 8EE, UK
  • Target age range 4-11