Stutchbury, Kris
(2011).
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| URL: | http://www.ase.org.uk/journals/science-teacher-edu... |
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Abstract
Assessing Pupils’ Progress (APP) was introduced into schools in England during 2008/2009 as part of Government policy, by National Strategies consultants. It provides a framework for teacher assessment in English, mathematics, science and ICT, from primary through to key Stage 3 (KS3), and is firmly rooted in the National Curriculum. It is claimed that the use of APP will promote Assessment for Learning (AfL) and will lead to improvements in teachers’ curriculum planning and a raising of standards. A small-scale study is in progress to investigate how APP works in practice in secondary science classrooms, and the initial findings are reported here. There is evidence that it could have a potentially transformational effect on the science curriculum. The findings are analysed in the light of the literature on assessment in order to gain insights in to how that potential might be realised and the issues for teachers and teacher educators.
| Item Type: | Article |
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| Copyright Holders: | 2011 ASE |
| ISSN: | 0961-6152 |
| Keywords: | formative assessment; Initial Teacher Education; Assessing Pupil Progress |
| Academic Unit/School: | Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport Faculty of Wellbeing, Education and Language Studies (WELS) |
| Interdisciplinary Research Centre: | Centre for Research in Education and Educational Technology (CREET) Education Futures |
| Item ID: | 31557 |
| Depositing User: | Kris Stutchbury |
| Date Deposited: | 24 Jan 2012 15:55 |
| Last Modified: | 05 Oct 2016 03:06 |
| URI: | http://oro.open.ac.uk/id/eprint/31557 |
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