Self- and Teacher-Assessment of Science Process Skills
Main Article Content
Keywords
Formative assessment, process skill indicators, science process skills, teacher/student assessment, education
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.
References
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DepEd Order 8 (2015). Policy guidelines on classroom assessment for the k to 12 basic education program. Retrieved from http://www.deped.gov.ph/orders/do-8-s-2015.
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Padilla, M. J. (1990). Science Process Skills.“Research Matters to Science Teachers”.National Association for Research in Science Teaching.
Rauf, R., Rasul M., Manzor A., Othman Z., Lyndon N. (2013) Inculcation of science process skills in a science classroom. Asian Social Science. 9(8). Canada: Canadian Center of Science and Education.
Yakar, Z. (2014). Effect of teacher education program on science process skills of pre-service science teachers. Educational Research Reviews. 9(1). Retrieved from http://www.academicjournals.org/ERR.
DepEd Order 8 (2015). Policy guidelines on classroom assessment for the k to 12 basic education program. Retrieved from http://www.deped.gov.ph/orders/do-8-s-2015.
Fagel L., Swanson, P., Gorleski, J., & Senese, J. (2011). “Emphasizing learning and deemphasizing grades”. Action research: guide for the teacher researcher. Mills, Geoffrey. US: Pearson Education, Inc. (p.121).
Karamustafaoglu, S. (2011). Improving the science process skills ability of science student teachers using I diagrams. Eurasian Journal of Physics and Chemistry Education, 3(1). Retrieved from http://www.eurasianjournals.com/index.php/ejpce
Miller, M. D., Linn, R. L., & Grounlund, N. E. (2009) Measurement and assessment in teaching. NJ: Pearson Education, Inc. p.60
Martin, D. J. (2006). Elementary science methods: a constructivist approach. CA: Thomson Wadsworth.
Padilla, M. J. (1990). Science Process Skills.“Research Matters to Science Teachers”.National Association for Research in Science Teaching.
Rauf, R., Rasul M., Manzor A., Othman Z., Lyndon N. (2013) Inculcation of science process skills in a science classroom. Asian Social Science. 9(8). Canada: Canadian Center of Science and Education.
Yakar, Z. (2014). Effect of teacher education program on science process skills of pre-service science teachers. Educational Research Reviews. 9(1). Retrieved from http://www.academicjournals.org/ERR.
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Published
Jun 14, 2017
Article Details
How to Cite
Santos, M. D., & David, A. P. (2017). Self- and Teacher-Assessment of Science Process Skills. The Normal Lights, 11(1). https://doi.org/10.56278/tnl.v11i1.377
Section
Research Article
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