Assessment of practical science in high stakes examinations: a qualitative analysis of high performing English-speaking countries

Abstract

High stakes examinations can have profound implications for how science is taught and learned. Limitations of school science such as the 'cookbook problem' can potentially be addressed if high stakes assessments target learning outcomes that are innovative. For example, less mindless procedural engagement and more thoughtful consideration of practical science can potentially improve science learning. In this paper, we investigate how practical work is represented in the assessment frameworks of several countries that demonstrate above average performance in the latest PISA science assessments. The main motivation is the need to understand if there are aspects of high stakes summative assessments in these countries that can provide insight into how best to structure national examinations. Assessment documents from a set of selected countries have been analysed qualitatively guided by questions such as 'what is the construct of practical science' and 'what is the format of assessment?' The examined jurisdictions used different approaches from traditional external pen-and-paper tests to internal teacher assessments that included different formats (e.g. laboratory report). Innovative approaches to the assessment of practical skills (e.g. PISA computer-based tasks) do not seem to be represented in these high-stakes assessments. Implications for innovative assessments for high-stakes purposes are discussed.

Beyond Hypothesis Testing

“…The study was conducted in England where the use of the terminology "practical science" has been widely used in the curriculum, exam board specifications and research traditions in science education for several decades (Erduran et al 2020). For example, the Royal Society has used the terms "practical science" as "…a shorthand for the full programme of experimental and investigative activities (including fieldwork) conducted as part of science education in schools and colleges" (House of Lords 2006, p. 63).…”

Pemahaman Guru Kimia Sma Tentang Penilaian Kemampuan Berpikir Tingkat Tinggi Dan Implementasinya

“…Penilaian pendidikan memiliki pengaruh yang besar terhadap pembelajaran dan pengajaran, termasuk dalam menentukan konten yang diajarkan dan bagaimana proses pembelajaran akan berlangsung (Baird, Andrich, Hopfenbeck, & Stobart, 2017). Kesesuaian penilaian, kurikulum, dan strategi pembelajaran amat esensial dalam mendukung keberhasilan pembelajaran (Erduran, El Masri, Cullinane, & Ng, 2020). Keberhasilan pengembangan kemampuan berpikir tingkat tinggi dalam pembelajaran kimia akan ditentukan juga oleh instrumen penilaian yang digunakan oleh guru di kelas (Fensham & Bellocchi, 2013).…”

Investigating Teachers’ Perceptions of Facilitating Scientific Investigations

“…Some teachers have not used practical work to enhance learners' object handling and develop learners' ideas. Many use practical work as a cookbook (Erduran et al, 2020) where learners follow instructions with no understanding. It is no wonder this teaching style is imbalanced (Cullinane et al, 2019).…”