Earle, S;
(2020)
Balancing the demands of validity and
reliability in practice: Case study of a
changing system of primary science
summative assessment.
London Review of Education
, 18
(2)
pp. 221-235.
10.14324/LRE.18.2.06.
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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 threeyear 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.
| Type: | Article |
|---|---|
| Title: | Balancing the demands of validity and reliability in practice: Case study of a changing system of primary science summative assessment |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/LRE.18.2.06 |
| Publisher version: | https://doi.org/10.14324/LRE.18.2.06 |
| Language: | English |
| Additional information: | © 2020 Earle. This is an Open Access article distributed under the terms of the Creative Commons Attribution Licence (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. |
| Keywords: | teacher assessment, validity, reliability |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10125154 |
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