Balancing the demands of validity and reliability in practice: Case study of a changing system of primary science summative assessment | Zendy

Sarah Earle | Zendy

Open Access

Balancing the demands of validity and reliability in practice: Case study of a changing system of primary science summative assessment

Author(s) -

Sarah Earle

Publication year - 2020

Publication title -

london review of education

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.326

H-Index - 21

eISSN - 1474-8479

pISSN - 1474-8460

DOI - 10.14324/lre.18.2.06

Subject(s) - summative assessment , statutory law , reliability (semiconductor) , construct validity , formative assessment , validity , seesaw molecular geometry , construct (python library) , psychology , medical education , mathematics education , computer science , political science , psychometrics , law , developmental psychology , medicine , power (physics) , physics , quantum mechanics , programming language , neutrino , nuclear physics

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 three-year 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.

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