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Giving students a voice in science practical assessments
Citation
Paper presented at the 32nd International Association for Educational Assessment Annual Conference, Singapore, 2006
Abstract
This paper examines Science Practical Assessment (SPA) in the Singaporean classroom.
In contrast to teacher-centric task setting and evaluation, this paper reports findings
from a study where a class of students were involved in their own assessments mediated
by digital video. Students were recorded during practical work and were then asked to
review and edit the footage. Next, they evaluated their own and their classmates’
practical skills. These evaluations, scaffolded with a template and facilitated by the
teacher, aimed to give the students a voice in presenting what they thought made ‘good’
science practical skills and practices in the laboratory. They also served as a platform
for peer learning and provided a means for the students to be involved in discussing
science and science practical skills. Results of this study reveal that students’ awareness
of acceptable laboratory practices is enhanced through this innovative method of
evaluating science practical work.
Date Issued
May 2006
Project
CRP 28/04 PT