Making more effective use of moderation

By Pauline Rodger

Issue 151 | Page 11 | Published Apr 2018

Download Resource

Description

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

TAPS
Moderation

More from this issue

Supporting staff to develop a shared understanding of science assessment

Carol Sampey outlines how science and assessment can be brought together effectively through highlighting developments at Shaw Primary.

Journal Article

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.

Journal Article

TAPS for pupils

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...

Journal Article
Show more

Related content

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

This article analyses quantitative data from an online survey of 96 teachers using the TAPS pyramid to show that changes in assessment practice...

Journal Article

TAPS for pupils

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...

Journal Article

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.
Journal Article

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.
Journal Article