Introduction to the TAPS special issue

By Sarah Earle

Issue 151 | Page 4 | Published Apr 2018

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Sarah Earle introduces TAPS and this special issue of Primary Science.

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Making more effective use of moderation

Pauline Rodger from Holt Primary School discusses how moderation of working scientifically is developing in her school.

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Teacher assessment in Wales - the TAPS Cymru Project

Showing the versatility of the TAPS project and how it can be aligned with more than the National Curriculum for England.

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Supporting transition

Asima Qureshi and James Petrucco offer ideas around supporting the transitions between year groups and stages of schooling.

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Teachers' attempts to improve assessment practice in primary science are influenced by job role and teaching experience

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Sarah Earle pulls together this special issue and shows that TAPS is not just for teachers, but also for the learners through the voices of...

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Using TAPS Focused Assessments as part of our teacher assessment approach

Kerry-Anne Barber looks at the Focused Assessments in action and her experience of them being translated into practice.
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Assessment of working scientifically – the TAPS Focused Assessment approach

Kendra McMahon explains what Focused Assessments are and why they are effective for both teachers and learners.
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