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Asia-Pacific Forum on Science Learning and Teaching,
Volume 5, Issue 2, Article 8 (Aug., 2004) Winnie Wing Mui SO Assessing primary science learning: beyond paper and pencil assessment
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Asia-Pacific Forum on Science Learning and Teaching,
Volume 5, Issue 2, Article 8 (Aug., 2004) Winnie Wing Mui SO Assessing primary science learning: beyond paper and pencil assessment
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Conclusion
The use of summative paper and pencil tests in the assessment of science learning is less time consuming and causes little disturbance to teachers or parents, and the results that are reflected in the report cards of pupils are familiar to everyone. However, by using challenging and exciting alternative formative assessment methods, teachers will be able to perceive the development of meaningful modes of inquiry and science understanding by pupils (Lowery, 2000). Moreover, formative assessment has the potential to drive changes in teaching that can improve the conceptual understanding of pupils dramatically, and teachers necessarily must alter the way in which they evaluate this learning and formative assessment to effect this change (Dougherty, 1997). It is thus recommended that both summative assessment and formative assessment should be used in equal measures to periodically evaluate the cumulative understanding and continuing progress of pupils in their learning.
There is a clear message that teachers have a variety of alternative types of assessment from which to choose. Teachers may opt to combine different methods in the evaluation of different aspects of an individual pupil’s progress. The different pathways to better assessment may be new to some teachers, it is hoped that the information is useful to help primary school teachers to meaningfully assess their pupils.
Copyright (C) 2004 HKIEd APFSLT. Volume 5, Issue 2, Article 8 (Aug., 2004). All Rights Reserved.
