Agnihotri, Vishnu and Nishchal Shukla, Nishchal and Bhandari, Apoorva
(2009)
The potential of assessment in science.
Learning Curve (12).
pp. 27-30.
Abstract
Before we speak of assessment in science, we need to
understand what the goals of science education are, so
that we may know what it is that we want to assess. The
National Focus Group (of the National Curriculum
Framework) document on the teaching of science lists Options
“observation, looking for regularities and patterns, A All are animals.
making hypotheses, devising qualitative or C Lion, Man and crocodile D Lion, man, crocodile, fly and
are animals.
fish are animals
mathematical models, deducing their consequences, verification or falsification of theories through observation and controlled experiments” as the steps
of the scientific method. The above stated process
skills have to be developed while working on certain
content, indeed, content in multiple areas. For
instance, the skills of observation and looking for
regularities (similar to classification into groups), for
example, can be developed both while working with
different types of leaves, as well as while working with
different type of materials like glass, wood, steel, etc We believe that as more and more stakeholders
recognize the power of large scale assessment,
there will be further investments of effort into
deriving many more types of insights from assessment
data. We share, below, one example of what else
might be possible to glean from data. This analysis
shows how even five years of schooling has virtually no
impact on addressing a misconception on the concept
of respiration.
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