Does formal assessment in primary science support the TSLN vision?

Abstract

The attainment of educational goals such as the inculcation of creativity, problem-solving and other higher order thinking needs to be supported in the teaching of specific content, appropriate methods of teaching as well as relevant modes of assessment. As a broader range of teaching methods has been developed in schools in the period from 1987 through to 1990s and the current millennium, with special impetus provided by the “Thinking Schools Learning Nation” drive, the question being raised in this paper is has assessment moved in tandem? This paper is focused on formal assessment at the primary science level and highlights some areas where assessment items may in fact be counter-productive to the TSLN vision.