New science programme accelerates students’ learning by two months

A primary school teaching and assessment approach for science put students involved with the programme two months ahead of their peers, according to a new analysis by UCL researchers. Published Friday by the Education Endowment Foundation, the study measured the effectiveness of the Teacher Assessment in Primary Science (TAPS) programme developed by Bath Spa University. TAPS forms part of a Continuing Professional Development (CPD) package that aims to improve student achievement in science through supporting teaching approaches and assessments. Through their analysis, called the Focus for Teacher Assessment in Primary Science study (Focus4TAPS), the researchers found that students enrolled in classes that followed the programme finished the academic year with the equivalent of two additional months of progress in science. The same benefits were seen across students with different backgrounds and characteristics, including those eligible for free school meals. Teachers who had been enrolled in the Focus4TAPS programme also reported higher levels of confidence in teaching and assessing science than those at unenrolled schools. The majority of respondents reported the programme changed and improved how they taught and assessed science and that they planned to continue to incorporate the programme into their teaching.