SCHOOL SCIENCE ASSESSMENT IN THAILAND UP TO THE YEAR

2010

Pisarn Soydhurum

The Institute for the Promotion of Teaching Science and Technology (IPST)

IPST Curriculum Developments Cycle (1)

Development

Implementation

Evaluation

IPST Curriculum Developments Cycle (2)

Materials & Teaching Methodology

Classroom Instruction

End-of-Instruction Achievement

IPST Curriculum Developments Cycle (2)

Materials & Teaching Methodology
Development

Classroom Instruction Implementation

End-of-Instruction Achievement

Evaluation

IPST Curriculum Developments Cycle (3)

Development / Improvement

Implementation

Results of Evaluation Other Information on Classroom Used

Pre-IPST Period (Before 1970s)

The National Curriculum

The Traditional Science Curriculum : General Characteristics

Science as a body of accumulated knowledge. Courses filled with facts. Essence of science is devoid. Experiments are often omitted. Contents are learned by purely verbal means.

The Assessment

National Curriculum

National Assessment

Traditional Assessment (1)

Modality of instruments used Achievement Tests

Traditional Assessment (2)

Modality of instruments used Achievement Tests Emphasis

Cognitive Knowledge

The Curriculum
National Intended Curriculum

The Perceived Curriculum

National Exam Curriculum

IPST Period (Starting Early 1970s) Curricula have been designed to improve Instructional materials Teaching effectiveness Evaluation procedures

According to the developed curricula

Science courses concerned at least The scientific knowledge The nature of science

The scientific method

The relationship between science and technology Social values relevant to scientific world

Effectiveness of the Program

The ultimate test of the effectiveness of the program. The evaluation of the student achievement.

Nature of most Achievement Tests Knowledge Understanding Application

Participation in IEA International Science Studies

Experiences gained from FISS SISS

Item Classification : FISS/SISS

Information (I) Comprehension (C) Application (A)

Earth Biology Chemistry Physics Total

I 2 1 1 1 5

C 1 3 0 4 8

SISS A 3 4 1 3 11

FISS Total 6 8 2 8 24 6 8 1 7 22

The (Intended) Curriculum Coverage

Cognitive achievement Science manual skills Attitudes of students

Evaluation of learning in Science

Handbook on Formative and Summative Evaluation on Student Learning

Leopold E.Klopfer

The Adopted Klopfers Scheme of Categorization

1. Knowledge and comprehension. 2. Processes of scientific inquiry I : Observing and measuring. 3. Processes of scientific inquiry III : Interpreting data and formulating generalizations. 4. Application of scientific knowledge and method. 5. Manual skills. 6. Attitudes and interests.

The Modified Scheme to be used for Development of Achievement Tests 1. Knowledge 2. Comprehension 3. Application 4. Science process skills Observing Measuring Interpreting data Formulating generalizations

The Drastic Change (Mid 1970s)

National Assessment

School Assessment

School Science Assessment in Practice (1)

National Intended Curriculum (IC)

Teachers Perceived Curriculum (P.C.)

Actual Classroom Curriculum (C.C.)

School Exam Curriculum (E.C.)

School Science Assessment in Practice (2) IC

P.C.1 C.C.1 E.C.1

P.C.2 C.C.2 E.C.2

P.C.3 C.C.3 E.C.3

The Differences

Different perception Different interpretation Different levels Different measures

Experiences gained from TIMSS (1)

Items included in science tests
1. Knowledge and comprehension Recall / Recognize Define Describe Illustrate with examples Use tools and procedures

Experiences gained from TIMSS (2)

Items included in science tests (cont.)
2. Application Compare/contrast/classify Relate Find solution Use model Interpret information Explain

Experiences gained from TIMSS (3)

Items included in science tests (cont.)
3. Integration of knowledge and reasoning Analyze/solve problem Hypothesize/predict Draw conclusion Evaluate Integrate/synthesize Design/plan Generalize Justify

Experiences gained from TIMSS (4)

Item format
Multiple choice Complex multiple choice Open response Constructed open response

Some Examples of Attempts (1)

Participation in international studies Study Visit : ETS CIE etc. Training In-house Overseas Development Instruments Techniques & Procedures Supplementary materials Standards

Some Examples of Attempts (2)

Workshops Public presentations Provisions Examples of test items Examples of test papers Guide books Supplementary materials On-line materials Services

Impacts of Affecting Factors (1) IC

P.C.I
IPST Attempts

P.C.1 P.C.2 P.C.3 C.C.1 C.C.2 C.C.3 E.C.1 E.C.2 E.C.3

Impacts of Effecting Factors (2) IC

P.C.I
IPST Attempts

P.C.1 P.C.2 P.C.3 C.C.1 C.C.2 C.C.3 E.C.1 E.C.2 E.C.3

P.C.U.
University Entrance Exam

Impacts of Effecting Factors (2) IC

P.C.I
IPST Attempts

P.C.1 P.C.2 P.C.3 C.C.1 C.C.2 C.C.3 E.C.1 E.C.2 E.C.3

P.C.U.
University Entrance Exam

The National Test

The Basic Education Commission (BEC) The Bureau of Education Testing (BET) The National Test (NT)

Impacts of Effecting Factors (3) IC

P.C.I
IPST Attempts

P.C.1 P.C.2 P.C.3 C.C.1 C.C.2 C.C.3 E.C.1 E.C.2 E.C.3

P.C.N.
National Test

Impacts of Effecting Factors (4) IC

P.C.I
IPST Attempts

P.C.1 P.C.2 P.C.3 C.C.1 C.C.2 C.C.3 E.C.1 E.C.2 E.C.3

P.C.N. P.C.U.
NT

UNIV. Entrance Exam

Formative Evaluation (1)

Although it is generally accepted at the national level that formative evaluation is crucially important. It is a natural complement to good teaching.

Formative Evaluation (2)

However, in real life situation of school science teaching, extremely rare cases are found, most of which are on fulfillment of a requirement basis.

Formative Evaluation (3)

The focal point of school science teaching as expressed by almost all stakeholders, is on the university admission. Formative evaluation seems to be set aside, no commitment has been seriously mentioned.

National Education Reform (Starting 1999)

The National Institute of Educational
Testing Service (NIETS) The Ordinary National Education Test (O-NET) The Admission Test

Impacts of Effecting Factors (5) IC

P.C.I
IPST Attempts

P.C.1 P.C.2 P.C.3 C.C.1 C.C.2 C.C.3 E.C.1 E.C.2 E.C.3

P.C.O.
O-NET

Impacts of Effecting Factors (5) IC

P.C.I
IPST Attempts

P.C.1 P.C.2 P.C.3 C.C.1 C.C.2 C.C.3 E.C.1 E.C.2 E.C.3

P.C.O.
O-NET

Impacts of Effecting Factors (6) IC

P.C.I
IPST Attempts

P.C.1 P.C.2 P.C.3 C.C.1 C.C.2 C.C.3 E.C.1 E.C.2 E.C.3

P.C.O. P.C.A.
O-NET

Admission Testes

Impacts of Effecting Factors (6) IC

P.C.I
IPST Attempts

P.C.1 P.C.2 P.C.3 C.C.1 C.C.2 C.C.3 E.C.1 E.C.2 E.C.3

P.C.O. P.C.A.
O-NET

Admission Testes

Impacts of Effecting Factors (6) IC

P.C.I
IPST Attempts

P.C.1 P.C.2 P.C.3 C.C.1 C.C.2 C.C.3 E.C.1 E.C.2 E.C.3

P.C.O. P.C.A.
O-NET

Admission Testes

Conclusion

Conclusion (1)
The pronouncement at the national level seems to be unanimous on the ideal objectives of science instruction.

Conclusion (2)
However a realistic situation actually existing in schools have to be taken into account.

Conclusion (3)
The question is how much the (intended) curriculum contemporary announced to be officially used has affected science programs that school students are now studying and being assessed.

Conclusion (4)
Many means of assessing a broad range of student behavior are required, but most of the test actually used are focused on knowledge and comprehension.

Conclusion (5)
There is a sizeable gap between existing possibilities for assessment in science and the actual practices.

Conclusion (6)
The National Educational Test and the University Admission Test become the two most powerful factors affecting classroom science teaching and learning.

Conclusion (7)
Urgent review is needed to ensure that these factors are really in harmony with objectives of instructions as prescribed in the curricula.

Conclusion (8)
The problem of gaining interest and commitment to formative evaluation, is largely a problem of communicating the idea to more science teachers and educators.

Conclusion (9)
More techniques of testing and assessment such as those regards to student performance in science skills, need to be available and easily accessible.

Conclusion (10)
It is a must to make sure that the actual steering factors that drive the science teaching, learning and assessment, both for school and the public is the national curriculum not the other way sound.

THANK YOU