Sarah Earle

Personal statement

I have a passion for Primary Science and work with students and teachers across the UK, utilising Twitter to share good practice: @PriSciEarle

I taught in Bristol primary schools for 13 years and for 10 of those was a science subject leader. I lead research and training across the UK and am a Senior Regional Hubleader for the Primary Science Quality Mark (PSQM), supporting schools through a year long process of audit, action planning and reflection.

My PhD considered how primary teachers assess science formatively and summatively. I lead the Teacher Assessment in Primary Science (TAPS) project which is funded by the Primary Science Teaching Trust.

Academic qualifications

  • BA(Hons) Sheffield University
  • PGCE Leicester University
  • MTeach Bath Spa University
  • PhD Bath Spa University

Professional qualifications

  • CSciTeach (Chartered Science Teacher) since 2008
  • Fellowship of Higher Education Academy (FHEA) (since 2017)
  • Founding Fellow of the Chartered College of Teaching (since 2019)

  • Association for Science Education member (since 1999)
  • ASE West of England committee (since 2004), currently Chair (5th year)
  • Primary Science Quality Mark Hub Leader (since 2011) and Senior Regional Hub Leader for Wales and West (since 2018)
  • ASE Research committee (since 2019)
  • Editor of the Journal of Emergent Science (since 2020)

Teaching specialism

Primary Science and assessment

Research and academic outputs

Go to ResearchSPAce

Assessment in the primary classroom: principles and practice
book

Earle, S (2019) Assessment in the primary classroom: principles and practice. Learning Matters, London. ISBN 9781526449986


Teaching science and technology in the early years (3-7). 3rd ed
book

Davies, D, Howe, A, Collier, C, Digby, R, Earle, S and McMahon, K (2019) Teaching science and technology in the early years (3-7). 3rd ed. Routledge, Abingdon. ISBN 9781138613058


ASE guide to primary science education. 4th ed
book

Serret, N and Earle, S, eds. (2018) ASE guide to primary science education. 4th ed. Association for Science Education, Hatfield. ISBN 9780863574573


Science 5-11: a guide for teachers. 3rd ed
book

Howe, A, Collier, C, McMahon, K, Earle, S and Davies, D (2017) Science 5-11: a guide for teachers. 3rd ed. Routledge, London. ISBN 9781138690578


Teaching science and technology in the early years (3-7). 2nd ed
book

Davies, D, Earle, S, Collier, C, Digby, R, Howe, A and McMahon, K (2014) Teaching science and technology in the early years (3-7). 2nd ed. Routledge, Abingdon. ISBN 9780415825580


Principles of assessment
book_section

Earle, S (2020) 'Principles of assessment.' In: The early career framework handbook. Sage, London, pp. 111-118. ISBN 9781529724561


Young children as scientists, designers and technologists – theories of learning
book_section

Rose, J, Hattingh, L and McInnes, K (2019) 'Young children as scientists, designers and technologists – theories of learning.' In: Davies, D, Howe, A, Collier, C, Digby, R, Earle, S and McMahon, K, eds. Teaching science and technology in the early years (3-7). 3rd ed. Routledge, Abingdon, pp. 17-35. ISBN 9781138613058


Supporting assessment across the school
book_section

Earle, S, Qureshi, A, Rodger, P and Sampey, C (2018) 'Supporting assessment across the school.' In: Serret, N and Earle, S, eds. ASE guide to primary science education. 4th ed. Association for Science Education, Hatfield, pp. 238-247. ISBN 9780863574573


Use of case study to develop and exemplify of a model of teacher assessment
book_section

Earle, S (2018) 'Use of case study to develop and exemplify of a model of teacher assessment.' In: Finlayson, O.E, McLoughlin, E, Erduran, S and Childs, P, eds. Electronic proceedings of the ESERA 2017 Conference - Research, Practice and Collaboration in Science Education. (co-ed. Jens Dolin), Pt. 11 . Dublin City University, Dublin, Ireland, pp. 1386-1393. ISBN 9781873769843


Teacher assessment of science in English primary schools
book_section

Davies, D, Earle, S, Collier, C, Digby, R, Howe, A and McMahon, K (2016) 'Teacher assessment of science in English primary schools.' In: Lavonen, J, Juuti, K, Lampiselkä, J, Uitto, A and Hahl, K, eds. Electronic proceedings of the ESERA 2015 Conference - Science Education Research: Engaging Learners for a Sustainable Future. (co-ed. Jens Dolin & Per Kind) (Pt. 11). University of Helsinki, Helsinki, pp. 1577-1588. ISBN 9789515115416


Creative pedagogies in early years science: thematic planning and sustained scientific dialogues
book_section

McMahon, K, Howe, A, Davies, D, Collier, C and Earle, S (2016) 'Creative pedagogies in early years science: thematic planning and sustained scientific dialogues.' In: Lavonen, J, Juuti, K, Lampiselkä, J, Uitto, A and Hahl, K, eds. Electronic proceedings of the ESERA 2015 Conference - Science Education Research: Engaging Learners for a Sustainable Future. (co-ed.Esmé Glauert & Fani Stylianidou), Pt. 15 . University of Helsinki, Helsinki, pp. 2626-2638. ISBN 9789515115416


Learning science through talk
book_section

Earle, S and Serret, N (2014) 'Learning science through talk.' In: Dunne, M and Peacock, A, eds. Primary science: a guide to teaching practice. 2nd ed. Sage, London, pp. 175-193. ISBN 9781446295090


Planning for assessment for learning
book_section

Earle, S, Lievesley, T and Dunne, M (2014) 'Planning for assessment for learning.' In: Dunne, M and Peacock, A, eds. Primary science: a guide to teaching practice. 2nd ed. Sage, London, pp. 213-235. ISBN 9781446295090


A thematic approach to humans and animals in Early Years education
book_section

Collier, C and McMahon, K (2014) 'A thematic approach to humans and animals in Early Years education.' In: Davies, D, Howe, A, Collier, C, Digby, R, Earle, S and McMahon, K, eds. Teaching science and technology in the early years (3-7). 2nd ed. Routledge, Abingdon, pp. 125-144. ISBN 9780415825580


Children communicating science
book_section

Earle, S and Serret, N (2011) 'Children communicating science.' In: Dunne, M and Peacock, A, eds. Primary science: a guide to teaching practice. Sage, London, pp. 111-124. ISBN 9780857025050


What has happened to teacher assessment of science in English primary schools? Revisiting evidence from the Primary Science Quality Mark
article

Earle, S and Turner, J (2020) 'What has happened to teacher assessment of science in English primary schools? Revisiting evidence from the Primary Science Quality Mark.' Research in Science & Technological Education. ISSN 0263-5143


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

Earle, S (2020) 'Balancing the demands of validity and reliability in practice: case study of a changing system of primary science summative assessment.' London Review of Education, 18 (2). pp. 221-235. ISSN 1474-8460


Developing understanding of science skills in Northern Ireland through co-teaching between pre- and in-service teachers
article

Earle, S and McCullagh, J (2020) 'Developing understanding of science skills in Northern Ireland through co-teaching between pre- and in-service teachers.' Journal of Emergent Science, 18. pp. 49-55. ISSN 2046-4754


TAPS for pupils
article

Earle, S (2018) 'TAPS for pupils.' Primary Science, 151. p. 23. ISSN 0269-2465


Introduction to the TAPS special issue of 'Primary Science'
article

Earle, S (2018) 'Introduction to the TAPS special issue of 'Primary Science'.' Primary Science, 2018. p. 4. ISSN 0269-2465


'But I’ve not got time for any more assessment': balancing the demands of validity and reliability
article

Earle, S (2017) ''But I’ve not got time for any more assessment': balancing the demands of validity and reliability.' Impact, 1 (1). pp. 44-46.


Moderation for professional learning
article

Earle, S and McMahon, K (2017) 'Moderation for professional learning.' Primary Science, 149. pp. 28-30. ISSN 0269-2465


Development and exemplification of a model for Teacher Assessment in Primary Science
article

Davies, D. J, Earle, S, McMahon, K, Howe, A and Collier, C (2017) 'Development and exemplification of a model for Teacher Assessment in Primary Science.' International Journal of Science Education, 39 (14). pp. 1869-1890. ISSN 0950-0693


The challenge of balancing key principles in teacher assessment
article

Earle, S (2017) 'The challenge of balancing key principles in teacher assessment.' Journal of Emergent Science, 12 (Winter). pp. 41-47. ISSN 2046-4754


Introducing the TAPS pyramid model
article

Earle, S (2015) 'Introducing the TAPS pyramid model.' Primary Science, 140. pp. 24-25. ISSN 0269-2465


Preparing science teachers for assessment without levels
article

Davies, D, Collier, C, Earle, S, Howe, A and McMahon, K (2015) 'Preparing science teachers for assessment without levels.' Science Teacher Education, 72 (Feb). pp. 9-16. ISSN 0961-6152


An exploration of whole-school assessment systems
article

Earle, S (2015) 'An exploration of whole-school assessment systems.' Primary Science, 136. pp. 20-22. ISSN 0269-2465


Assessment without levels
article

Earle, S and Davies, D (2014) 'Assessment without levels.' Education in Science, 258. pp. 30-31. ISSN 0013-1377


Formative and summative assessment of science in English primary schools: evidence from the Primary Science Quality Mark
article

Earle, S (2014) 'Formative and summative assessment of science in English primary schools: evidence from the Primary Science Quality Mark.' Research in Science & Technological Education, 32 (2). pp. 216-228. ISSN 0263-5143


Assessment in England: some FAQs (and answers!)
article

Earle, S (2014) 'Assessment in England: some FAQs (and answers!).' Primary Science, 133. p. 27. ISSN 0269-2465


Using video to consider and evaluate evidence
article

Earle, S (2009) 'Using video to consider and evaluate evidence.' Primary Science, 106. pp. 18-21. ISSN 0269-2465


Using an interactive whiteboard to improve science-specific skills
article

Earle, S (2004) 'Using an interactive whiteboard to improve science-specific skills.' Primary Science, 85. pp. 18-20. ISSN 0269-2465


How to use the TAPS self-evaluation tool
conference_item

Earle, S (2018) How to use the TAPS self-evaluation tool. In: ASE Annual Conference, 3 - 6 January 2018, University of Liverpool, UK.


Teacher Assessment in Primary Science (TAPS): use of a self-evaluation tool for school development
conference_item

Earle, S, Rodger, P and Qureshi, A (2016) Teacher Assessment in Primary Science (TAPS): use of a self-evaluation tool for school development. In: Using STEM Research Conference: Using Research to Improve Teaching and Learning of STEM Subjects, 20 - 21 May 2016, National STEM Learning Centre, University of York, York, UK.


Research collaboration in the Teacher Assessment in Primary Science (TAPS) project
conference_item

Earle, S (2015) Research collaboration in the Teacher Assessment in Primary Science (TAPS) project. In: Engage 2015: Engaging with Impact, 2 -3 December 2015, Marriott Royal Hotel, Bristol, UK.


Teacher assessment of science in English primary schools
conference_item

Davies, D, McMahon, K, Howe, A, Collier, C, Digby, R and Earle, S (2015) Teacher assessment of science in English primary schools. In: ESERA2015 : 11th Biannual Conference of the European Science Education Research Association, 31 August- 4 September 2015, Helsinki, Finland.


Creative pedagogies in early years science: thematic planning and sustained scientific dialogues
conference_item

McMahon, K, Howe, A, Davies, D, Collier, C and Earle, S (2015) Creative pedagogies in early years science: thematic planning and sustained scientific dialogues. In: ESERA2015 : 11th Biannual Conference of the European Science Education Research Association, 31 August - 4 September 2015, Helsinki, Finland.


The relationship between formative and summative teacher assessment of primary science in England
thesis

Earle, S (2018) The relationship between formative and summative teacher assessment of primary science in England. PhD thesis, Bath Spa University.


The Teacher Assessment in Primary Science (TAPS) Pyramid Model: TAPS Cymru: examples from Wales
commissioned_report

Earle, S, Jones, B, Coakley, R, Fenn, L and Davies, D (2018) The Teacher Assessment in Primary Science (TAPS) Pyramid Model: TAPS Cymru: examples from Wales. Primary Science Teaching Trust.


The Teacher Assessment in Primary Science (TAPS) school self-evaluation tool [updated]
commissioned_report

Earle, S, McMahon, K, Collier, C, Howe, A and Davies, D (2017) The Teacher Assessment in Primary Science (TAPS) school self-evaluation tool [updated]. Primary Science Teaching Trust, Bristol.


The Teacher Assessment in Primary Science (TAPS) school self-evaluation tool
commissioned_report

Earle, S, McMahon, K, Collier, C, Howe, A and Davies, D (2016) The Teacher Assessment in Primary Science (TAPS) school self-evaluation tool.


Introducing the TAPS pyramid model
commissioned_report

Earle, S, Davies, D, McMahon, K, Collier, C, Howe, A and Digby, R (2015) Introducing the TAPS pyramid model. Primary Science Teaching Trust, Primary Science Teaching Trust website.


Approaches to Science assessment in English primary schools: teachers' summary
commissioned_report

Davies, D, Collier, C, Earle, S, Howe, A and McMahon, K (2014) Approaches to Science assessment in English primary schools: teachers' summary.


Approaches to Science assessment in English primary schools: interim findings from the Teacher Assessment in Primary Science (TAPS) project
commissioned_report

Davies, D, Collier, C, Earle, S, Howe, A and McMahon, K (2014) Approaches to Science assessment in English primary schools: interim findings from the Teacher Assessment in Primary Science (TAPS) project.


We need formative assessment now more than ever [blog post]
other

Earle, S (2020) We need formative assessment now more than ever [blog post]. The Education Exchange.


Teacher Assessment in Primary Science (TAPS): use of a self-evaluation tool for school development
other

Earle, S (2016) Teacher Assessment in Primary Science (TAPS): use of a self-evaluation tool for school development. STEM Learning elibrary.


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