Assessment and Evaluation in Science

Assessment and
Evaluation in Science
Incognito, Jennelyn T.
BEE 3-1 ECEd
Assessment
Assessment
 is mainly concerned with the collection of
information regarding the effectiveness of
the teaching methodology in relation to
the attainment of learning objectives.
Evaluation
Evaluation
 forming a judgment on the assessed data.
Purpose
1. To Appraise Achievement
 Evidence to show how well the students
understood the concepts or how well the
desired behavior and attitude will be
gathered.
2. To Help Identify the Students'
Learning Effectiveness
 The students' strengths and weaknesses
can be discovered through some
assessment procedure. Their manipulative
skills or level of comprehension can be
assessed so as to undertake necessary
revisions in the methodology and
instructional materials used.
3. To Determine the Effectiveness
of Teaching Strategies
4. To serve as guide in the choice
of appropriate assessment tools,
thus enhancing the teacher's
decision making.
Techniques
1. Administering Pencil-and-
Paper Tests
 This is also termed as assessment
objective. Objective tests like multiple
choice items, completion type, and
matching items are easy to construct and
score. Essay tests that call for
explanations or illustrations of principles
take more time to check but are good
means of assessing the kind of learning or
changes in behavior that has taken place.
2. Analyzing Work Products
This is like wise called product assessment.
this involves a meticulous examination of
work results such as:
◦ a design of a laboratory set-up to do an
experiment
◦ collections prepared as a culminating
activity
◦ accomplished records of data found in
laboratory manuals
 projects submitted at the end of a unit
 notebooks containing all assignments for
the month
 scrapbook with clippings, photographs,
and news.
 special reports written for a particular
topic
3. Oral Assessment
This may take the form of oral questioning
which can be in the form of open ended
and divergent questions. It includes:
 Participation in class discussions
 Interviews
 Oral reports
4. Observing Formally and
Informally the Students' Attitude
and Behaviors
 These are also called affective
assessment observations on actual
behavior exhibited and recorded in the
form of qualitative expressions. Informal
behavior can be assessed from remarks,
comments or inquiries. Special interest
can be recorded as examples of anecdotal
records. Checklists and attitude scales can
likewise assess attitude and values being
developed.
5. Performance-Based Assessment
 Proficiency in performing some science
process such as measuring, inferring, and
controlling variables can be tested
through on the spot observations while
conducting investigations of things in
environment.
6. Conducting Personal Interviews
and Small Group conferences
 This is in the form of conversations with
children who need special attention due to
some learning difficulties. It is likewise
resorted to incases where students show
extraordinary interest and talent. some may
produce new devices that can help them in
understanding the lesson. The students'
hobbies and recreation activities that are
science-based can be part of their growth
assessment.
7. Portfolio Assessment
 It is a method of collecting and assessing
a variety of student work. A Best Work
portfolio consists of students outstanding
works. A scrapbook type includes tests,
checklists, observations, and rating scales
chosen by both student and teacher.
Student Performance
as on Indicator of
Teacher Performance
In order to evaluate teacher
effectiveness and insure a successful
teaching-learning process, the
stakeholders may ask the ff. questions:
 1. Does he/she provoke his/her students
to think?
 2. Can he/she motivate and enrich the
experiences of the students through the
learning activities she plans?
 3. Does he/she allow the students' creativity
and resourcefulness to flourish through
encouragement, recognition and praises?
 4. Does he/she involve all students in the
learning activities? His/her tact in soliciting
active participation will be put to a test.
 5. Is he/she free from bias and subjectivity in
dealing with the students, and in the end, in
evaluating their academic performance.
 6. Does he/she possess the scientific
attitudes on values that science teaching
aims to develop such as critical-
mindedness, objectivity and persistence?
 7. Is he/she knowledgably and skilled in
employing a variety of teaching
methodologies?
 8. Does he/she use a variety of evaluation
techniques suited to the learning
objectives defined?
1 de 22

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Assessment and Evaluation in Science

  • 1. Assessment and Evaluation in Science Incognito, Jennelyn T. BEE 3-1 ECEd
  • 3. Assessment  is mainly concerned with the collection of information regarding the effectiveness of the teaching methodology in relation to the attainment of learning objectives.
  • 5. Evaluation  forming a judgment on the assessed data.
  • 7. 1. To Appraise Achievement  Evidence to show how well the students understood the concepts or how well the desired behavior and attitude will be gathered.
  • 8. 2. To Help Identify the Students' Learning Effectiveness  The students' strengths and weaknesses can be discovered through some assessment procedure. Their manipulative skills or level of comprehension can be assessed so as to undertake necessary revisions in the methodology and instructional materials used.
  • 9. 3. To Determine the Effectiveness of Teaching Strategies 4. To serve as guide in the choice of appropriate assessment tools, thus enhancing the teacher's decision making.
  • 11. 1. Administering Pencil-and- Paper Tests  This is also termed as assessment objective. Objective tests like multiple choice items, completion type, and matching items are easy to construct and score. Essay tests that call for explanations or illustrations of principles take more time to check but are good means of assessing the kind of learning or changes in behavior that has taken place.
  • 12. 2. Analyzing Work Products This is like wise called product assessment. this involves a meticulous examination of work results such as: ◦ a design of a laboratory set-up to do an experiment ◦ collections prepared as a culminating activity ◦ accomplished records of data found in laboratory manuals
  • 13.  projects submitted at the end of a unit  notebooks containing all assignments for the month  scrapbook with clippings, photographs, and news.  special reports written for a particular topic
  • 14. 3. Oral Assessment This may take the form of oral questioning which can be in the form of open ended and divergent questions. It includes:  Participation in class discussions  Interviews  Oral reports
  • 15. 4. Observing Formally and Informally the Students' Attitude and Behaviors  These are also called affective assessment observations on actual behavior exhibited and recorded in the form of qualitative expressions. Informal behavior can be assessed from remarks, comments or inquiries. Special interest can be recorded as examples of anecdotal records. Checklists and attitude scales can likewise assess attitude and values being developed.
  • 16. 5. Performance-Based Assessment  Proficiency in performing some science process such as measuring, inferring, and controlling variables can be tested through on the spot observations while conducting investigations of things in environment.
  • 17. 6. Conducting Personal Interviews and Small Group conferences  This is in the form of conversations with children who need special attention due to some learning difficulties. It is likewise resorted to incases where students show extraordinary interest and talent. some may produce new devices that can help them in understanding the lesson. The students' hobbies and recreation activities that are science-based can be part of their growth assessment.
  • 18. 7. Portfolio Assessment  It is a method of collecting and assessing a variety of student work. A Best Work portfolio consists of students outstanding works. A scrapbook type includes tests, checklists, observations, and rating scales chosen by both student and teacher.
  • 19. Student Performance as on Indicator of Teacher Performance
  • 20. In order to evaluate teacher effectiveness and insure a successful teaching-learning process, the stakeholders may ask the ff. questions:  1. Does he/she provoke his/her students to think?  2. Can he/she motivate and enrich the experiences of the students through the learning activities she plans?
  • 21.  3. Does he/she allow the students' creativity and resourcefulness to flourish through encouragement, recognition and praises?  4. Does he/she involve all students in the learning activities? His/her tact in soliciting active participation will be put to a test.  5. Is he/she free from bias and subjectivity in dealing with the students, and in the end, in evaluating their academic performance.
  • 22.  6. Does he/she possess the scientific attitudes on values that science teaching aims to develop such as critical- mindedness, objectivity and persistence?  7. Is he/she knowledgably and skilled in employing a variety of teaching methodologies?  8. Does he/she use a variety of evaluation techniques suited to the learning objectives defined?