Adapting science performance tasks developed in different countries for use in Irish primary schools

2.50
HDL Handle:
http://hdl.handle.net/2428/7873
Title:
Adapting science performance tasks developed in different countries for use in Irish primary schools
Authors:
Kilfeather, Paula; O'Leary, Michael; Varley, Janet
Abstract:
This paper describes a four-year project undertaken to develop a set of performance tasks that could be used for assessing hands-on science in Irish primary schools. The project has evolved over five phases. In phase one, science assessments used in a variety of educational systems in Australia, Canada, New Zealand, the UK and the US were located and catalogued. In phase two, approximately 170 performance tasks were selected and adapted by the project team to suit the requirements of the Irish primary science curriculum. In phase three, a purposive convenience sample of 183 teachers evaluated the extent to which the tasks (a subset of sixty-seven) were suitable for use at different grade levels. The teachers' feedback was used to amend tasks. In phase four, the researchers observed eleven different tasks being implemented in classrooms. The eleven teachers involved were interviewed about their experiences immediately afterwards. Again, based on the outcomes of this study, changes were made to the tasks. The fifth phase of the project, due to be completed in 2005, will involve dissemination of 124 of the tasks to teachers via the Web and book/CD-ROM. Planning with respect to other elements of the project such as professional development courses and exemplars of performance has yet to be finalised.
Issue Date:
Sep-2005
URI:
http://hdl.handle.net/2428/7873
Additional Links:
http://brs.leeds.ac.uk/cgi-bin/brs_engine
Type:
Working Paper
Language:
en
Appears in Collections:
Conference Papers

Full metadata record

DC FieldValueLanguage
dc.contributor.authorKilfeather, Paula-
dc.contributor.authorO'Leary, Michael-
dc.contributor.authorVarley, Janet-
dc.date.accessioned2007-01-29T10:34:57Z-
dc.date.available2007-01-29T10:34:57Z-
dc.date.issued2005-09-
dc.identifier.urihttp://hdl.handle.net/2428/7873-
dc.description.abstractThis paper describes a four-year project undertaken to develop a set of performance tasks that could be used for assessing hands-on science in Irish primary schools. The project has evolved over five phases. In phase one, science assessments used in a variety of educational systems in Australia, Canada, New Zealand, the UK and the US were located and catalogued. In phase two, approximately 170 performance tasks were selected and adapted by the project team to suit the requirements of the Irish primary science curriculum. In phase three, a purposive convenience sample of 183 teachers evaluated the extent to which the tasks (a subset of sixty-seven) were suitable for use at different grade levels. The teachers' feedback was used to amend tasks. In phase four, the researchers observed eleven different tasks being implemented in classrooms. The eleven teachers involved were interviewed about their experiences immediately afterwards. Again, based on the outcomes of this study, changes were made to the tasks. The fifth phase of the project, due to be completed in 2005, will involve dissemination of 124 of the tasks to teachers via the Web and book/CD-ROM. Planning with respect to other elements of the project such as professional development courses and exemplars of performance has yet to be finalised.en
dc.format.extent145283 bytes-
dc.format.mimetypeapplication/pdf-
dc.language.isoenen
dc.relation.urlhttp://brs.leeds.ac.uk/cgi-bin/brs_engineen
dc.subjectEvaluation Methodsen
dc.subjectPractical Scienceen
dc.subjectScience Achievementen
dc.subjectScience Educationen
dc.subjectScience Testsen
dc.subjectIreland (Republic)en
dc.titleAdapting science performance tasks developed in different countries for use in Irish primary schoolsen
dc.typeWorking Paperen
This item is licensed under a Creative Commons License
Creative Commons
All Items in ARRT are protected by copyright, with all rights reserved, unless otherwise indicated.