Skip to main content
SpringerLink
Log in

Issues and Challenges in School-Based Assessment of Science Practical Work

  • Chapter
  • First Online:
Book cover Issues and Challenges in Science Education Research

Abstract

Assessment, in whatever form it takes, is widely recognised as one of the main determinants of educational practice. Over the past few years, new approaches to assessment have emerged in a number of countries. This chapter addresses the issues for teaching and learning that emerge when school-based assessment of science practical work is mandated, its contribution to teaching and learning and, in particular, how teachers’ beliefs and teacher professionalism become involved. Drawing on cases from Hong Kong and Singapore, through illustrations of the teachers’ professional actions, their struggles, worries, concerns as well as their visions and aspirations, this chapter brings into light the crucial role of teachers in mediation and in bringing about changes envisaged in the new assessment reform. Implications for teacher professional development are also discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Baker, E. L. (2007). Principles for scaling up. In B. L. Schneider & S–. K. McDonald (Eds.), Scale-up in education: Ideas in principle (Vol. 1, pp. 37–54). Plymouth: Rowman & Littlefield.

    Google Scholar 

  • Bell, B., & Cowie, B. (2001). Formative assessment and science education. Dordrecht: Kluwer.

    Google Scholar 

  • Bell, B., & Gilbert, J. (1996). Teacher development: A model from science education. London: Falmer Press.

    Google Scholar 

  • Black, P., & Atkin, J. A. (1996). Changing the subject: Innovations in science, mathematics and technology education. London: Routledge.

    Google Scholar 

  • Black, P., & Wiliam, D. (2003). ‘In praise of educational research’: Formative assessment. British Journal of Educational Technology, 29(5), 623–637.

    Google Scholar 

  • Carless, D. (2005). Prospects for the implementation of assessment for learning. Assessment in Education, 12(1), 39–54.

    Article  Google Scholar 

  • Cheng, M. W., Wong, S. L., Yung, B. H. W., & Hodson, D. (2010). Mediating inquiry: Using videos of exemplary teaching in pre-service teacher education. In O. Kwo (Ed.), Teachers as learners: Critical discourse on challenges and opportunities (pp. 109–132). Hong Kong: Comparative Education Research Centre (CERC), HKU/Springer.

    Google Scholar 

  • Choi, C. C. (1999). Public examinations in Hong Kong. Assessment in Education, 6(3), 405–417.

    Article  Google Scholar 

  • Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947–967.

    Article  Google Scholar 

  • Coolahan, J. (2002). Teacher education and the teaching career in an era of lifelong learning (OECD Education Working Paper, Number 2). Paris: Education Directorate, OECD. Available online at http://www.oecd-ilibrary.org/education/teacher-education-and-the-teaching-career-in-an-era-of-lifelong-learning_226408628504. Last accessed on 20 May 2011. doi: 10.1878/19939019.

  • Fraser, C., Kennedy, A., Reid, L., & Mckinney, S. (2007). Teachers’ continuing professional development: Contested concepts, understandings and models. Journal of In-service Education, 33(2), 153–169.

    Article  Google Scholar 

  • Harlen, W. (2005). Teachers’ summative practices and assessment for learning – Tensions and synergies. Curriculum Journal, 16(2), 207–223.

    Article  Google Scholar 

  • Kennedy, A. (2005). Models of continuing professional development (CPD): A framework for analysis. Journal of In-service Education, 31(2), 235–250.

    Article  Google Scholar 

  • Loughran, J., & Gunstone, R. (1997). Professional development in residence: Developing reflection on science teaching and learning. Journal of Education for Teaching, 23(2), 159–178.

    Article  Google Scholar 

  • Ministry of Education, Singapore. (2002). Curriculum planning and development division. Intranet Website. Retrieved August 15, 2005, from http://intranet.moe.edu.sg/cpdd/

  • Putnam, R. T., & Borko, H. (1997). Teacher learning: Implications of new views of cognition. In B. Biddle, T. L. Good, & I. F. Goodson (Eds.), International handbook of teachers and teaching (Vol. II, pp. 1223–1296). Dordrecht: Kluwer Academic Publishers.

    Google Scholar 

  • Richardson, V., & Placier, P. (2001). Teacher change. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 905–947). Washington, DC: American Educational Research Association.

    Google Scholar 

  • Rodrigues, S. (2005). A model of teacher professional development: The partnership in the primary science project. New York: Nova Science.

    Google Scholar 

  • Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119–144.

    Article  Google Scholar 

  • Sadler, R. (1998). Formative assessment: Revisiting the territory. Assessment in Education, 5(1), 77–84.

    Article  Google Scholar 

  • Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4–14.

    Google Scholar 

  • Shepard, L. A. (2005). Linking formative assessment to scaffolding. Educational Leadership, 63, 66–70.

    Google Scholar 

  • Sprinthall, N. A., Reiman, J., & Theis-Sprinthall, L. (1996). Teacher professional development. In J. Sikula (Ed.), Handbook of research on teacher education (2nd ed., pp. 666–703). New York: Macmillan.

    Google Scholar 

  • Tan, A. K., & Towndrow, P. A. (2009). Catalyzing student-teacher interactions and teacher learning in science practical formative assessment with digital video technology. Teaching and Teacher Education, 25, 61–67.

    Article  Google Scholar 

  • Tobin, K., & Tippins, D. (1996). Metaphors as seeds for conceptual change and improvement in science teaching. Science Education, 80(6), 711–730.

    Article  Google Scholar 

  • Towndrow, P. A. (2008). Critical reflective practice as a pivot in transforming science education: A report of teacher-researcher collaborative interactions in response to assessment reforms. International Journal of Science Education, 30(7), 903–922.

    Article  Google Scholar 

  • Towndrow, P. A., Tan, A.-K., Yung, B. H. W., & Cohen, L. (2010). Science teachers’ professional development and changes in science practical assessment practices: What are the issues? Research in Science Education, 40, 117–132.

    Article  Google Scholar 

  • Yip, D. Y., & Cheung, D. (2005). Teachers’ concerns on school-based assessment of practical work. Journal of Biological Education, 39(4), 156–162.

    Article  Google Scholar 

  • Yung, B. H. W. (2001). Examiners, policeman and students’ companion: Teachers’ perceptions of their role in an assessment reform. Educational Review, 53(3), 251–260.

    Article  Google Scholar 

  • Yung, B. H. W. (2002). Same assessment, different practice: Professional consciousness as a determinant of teachers’ practice in a school-based assessment scheme. Assessment in Education, 9(1), 101–121.

    Google Scholar 

  • Yung, B. H. W. (2006). Assessment reform in science: Fairness and fear. Dordrecht: Springer.

    Book  Google Scholar 

  • Yung, B. H. W., Wong, S. L., Cheng, M. W., Hui, C. S., & Hodson, D. (2007). Tracking pre-service teachers’ changing conceptions of good science teaching: The role of progressive reflection with the same video. Research in Science Education, 37(3), 239–259.

    Article  Google Scholar 

  • Yung, B. H. W., Yip, V. W. Y., Lai, C., & Lo, F. Y. (2010, February 15–16). Towards a model of effective use of video for teacher professional development. Invited presentation in the International Research and Development Seminar on Continuing Professional Development for Science Teachers held in York University, UK.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong

    Benny Hin Wai Yung

Authors
  1. Benny Hin Wai Yung
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Benny Hin Wai Yung .

Editor information

Editors and Affiliations

  1. , Natural Sciences & Science Education, National Institute of Education, Nanyang Walk 1, Singapore, 637616, Singapore

    Kim Chwee Daniel Tan

  2. , Dept of Curriculum and Instruction, University of Victoria, Victoria, V8W 2Y2, British Columbia, Canada

    Mijung Kim

Rights and permissions

Reprints and permissions

Copyright information

© 2012 Springer Science+Business Media B.V.

About this chapter

Cite this chapter

Yung, B.H.W. (2012). Issues and Challenges in School-Based Assessment of Science Practical Work. In: Tan, K., Kim, M. (eds) Issues and Challenges in Science Education Research. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-3980-2_9

Download citation

Publish with us

Policies and ethics

Search

Navigation