Children's Perceptions of Primary Science Assessment in England and Wales

Autor/inn/en	Murphy, Colette; Lundy, Laura; Emerson, Lesley; Kerr, Karen
Titel	Children's Perceptions of Primary Science Assessment in England and Wales
Quelle	In: British Educational Research Journal, 39 (2013) 3, S.585-606 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1080/01411926.2012.674921
Schlagwörter	Foreign Countries; Student Evaluation; Student Attitudes; Elementary School Students; Science Instruction; Elementary School Science; High Stakes Tests; Progress Monitoring; Stress Variables; Well Being; Participatory Research; Educational Research; National Curriculum; Student Surveys; Reliability; Science Tests; Student Participation; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Schulnote; Studentische Bewertung; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Well-being; Wellness; Wohlbefinden; Forschungstätigkeit; Bildungsforschung; Pädagogische Forschung; Schülerbefragung; Reliabilität; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	This study builds on and contributes to work on assessment of children in primary school, particularly in science. Previous research has examined primary science assessment from different standpoints, but no studies have specifically addressed children's perspectives. This article provides additional insight into issues surrounding children's assessment in primary school and how the assessment of science might develop in England after the science SATs (Standard Assessment Tests) were abolished in 2009. Some research suggests that primary science assessment via SATs is a major reason for the observed decline in children's engagement with science in upper primary and lower secondary school. The analytic focus on engaging children as coresearchers to assist in the process of gathering informed views and interpreting findings from a large sample of children's views enables another contribution. The study, based on a survey of 1000 children in primary and secondary schools in England and Wales, reveals that despite being assessed under two different regimes (high-stakes national tests in England and moderated teacher assessment in Wales), children's views of science assessment are remarkably consistent. Most appreciate the usefulness of science assessment and value frequent, non-SATs testing for monitoring/improving science progress. There was a largely negative impact, however, of science assessment on children's well-being, particularly due to stress. The paper demonstrates that children provide an important perspective on assessment and that including their views can improve policy-making in relation to primary science assessment. (Contains 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10