Self- and Teacher-Assessment of Science Process Skills

Abstract

This study aimed to assess both basic (BSPS) and integrated science process skills (ISPS) level of proficiency among selected grade ten technical-vocational students. The study also examined the feasibility and value of utilizing the developed SPS assessment tool that supports the “assessment for learning” in teaching science. To measure the SPS level of proficiency, an instrument was developed based on the performance-based indicators of process skills (Miller 2006). After participating in science laboratory activities, the students assessed their SPS level of proficiency individually. Data were collected from the students' activity outputs, worksheets and self- and teacher-SPS score sheets. Findings revealed that the performance of subjects in the overall SPS was “average”. When categorized into basic and integrated process skills, the subjects showed “proficient” basic SPS (BSPS) and “average” integrated SPS (ISPS). There was no significant difference between the student and teacher assessment on both basic and integrated SPS. The results support the feasibility and value of utilizing an SPS score sheet as an assessment tool in addition to the performance rubrics for formative assessments. It was observed that the disclosure of students' progress and SPS level of proficiency made the students more focused in improving their SPS skills rather than their numerical grades. Based on these findings, the researchers advocate daily assessment of SPS and the use of both teacher and self-assessment of SPS as alternative or adjunct strategies in the assessment of SPS.