This document discusses assessment and evaluation in science education. It defines assessment as collecting information about teaching effectiveness and learning objectives, while evaluation involves forming a judgment based on assessment data. Several purposes of assessment are described, including appraising student achievement, identifying strengths and weaknesses, and determining teaching strategy effectiveness. The document then outlines various assessment techniques like pencil-and-paper tests, analyzing work products, oral assessments, observations, performance-based tasks, interviews, and portfolios. It concludes by noting that student performance can indicate teacher performance if teachers employ varied teaching methods and evaluation techniques.

1. Assessment and
Evaluation in Science
Incognito, Jennelyn T.
BEE 3-1 ECEd

2. Assessment

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.

4. Evaluation

5. Evaluation
 forming a judgment on the assessed data.

6. Purpose

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.

10. Techniques

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?