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SCHOOL SCIENCE ASSESSMENT

IN THAILAND

UP TO THE YEAR 2010

Pisarn Soydhurum

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The Institute for theThe Institute for thePromotion of TeachingPromotion of Teaching

Science and TechnologyScience and Technology

(IPST)(IPST)

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IPST Curriculum Developments Cycle (1)IPST Curriculum Developments Cycle (1)

Development

Implementation

Evaluation

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Materials & Teaching

Methodology

Classroom Instruction

End-of-Instruction

Achievement

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Materials & Teaching

Methodology

Classroom Instruction

End-of-Instruction

Achievement

DevelopmentDevelopment

ImplementationImplementation

EvaluationEvaluation

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Development / Improvement

Implementation

Results of Evaluation

Other Information on Classroom Used


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The National CurriculumThe National Curriculum

PrePre

--IPST Period (Before 1970IPST Period (Before 1970

s)s)

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The Traditional Science CurriculumThe Traditional Science Curriculum

: General Characteristics: General Characteristics

Science as a body of accumulated knowledge.Science as a body of accumulated knowledge.

Courses filled with facts.Courses filled with facts.

Essence of science is devoid.Essence of science is devoid.

Experiments are often omitted.Experiments are often omitted.

Contents are learned by purely verbal means.Contents are learned by purely verbal means.

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The AssessmentThe Assessment

National Curriculum

National Assessment

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Modality of instruments usedModality of instruments used

Traditional Assessment (1)Traditional Assessment (1)

Achievement Tests

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Modality of instruments usedModality of instruments used

Traditional Assessment (2)Traditional Assessment (2)

Achievement Tests

Cognitive Knowledge

EmphasisEmphasis

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National Intended Curriculum

The CurriculumThe Curriculum

The Perceived Curriculum

National Exam Curriculum

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Curricula have been designedto improve

IPST Period (Starting Early 1970IPST Period (Starting Early 1970s)s)

Instructional materials

Teaching effectiveness

Evaluation procedures

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Science courses concerned at least

According to the developed curriculaAccording to the developed curricula

The scientific knowledge

The nature of science

The scientific method

The relationship between scienceand technology

Social values relevant to scientific

world

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The ultimate test of the effectiveness

of the program.

Effectiveness of the ProgramEffectiveness of the Program

The evaluation of the student

achievement.

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Knowledge

Nature of most Achievement TestsNature of most Achievement Tests

Understanding

Application

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Participation in IEAParticipation in IEA InternationalInternational

Science StudiesScience Studies

Experiences gained fromExperiences gained from

FISSFISS

SISSSISS

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Information (I)

Item Classification : FISS/SISSItem Classification : FISS/SISS

Comprehension (C)

Application (A)

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SISSSISS FISSFISS

II CC AA TotalTotal

EarthEarth 22 11 33 66 66

BiologyBiology 11 33 44 88 88

ChemistryChemistry 11 00 11 22 11

PhysicsPhysics 11 44 33 88 77TotalTotal 55 88 1111 2424 2222

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The (Intended) Curriculum Coverage

Cognitive achievement

Science manual skills

Attitudes of students

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Evaluation of learning in Science

Handbook on Formative and Summative

Evaluation on Student Learning

Leopold E.Klopfer

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The AdoptedThe Adopted KlopferKlopferss SchemeScheme

of Categorizationof Categorization1. Knowledge and comprehension.

2. Processes of scientific inquiry I :Observing and measuring.

3. Processes of scientific inquiry III :

Interpreting data and formulatinggeneralizations.

4. Application of scientific knowledge

and method.5. Manual skills.

6. Attitudes and interests.

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The Modified Scheme to be used forThe Modified Scheme to be used for

Development of Achievement TestsDevelopment of Achievement Tests

4. Science process skills

1. Knowledge

2. Comprehension

3. Application

Observing

Measuring

Interpreting data

Formulating generalizations

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The Drastic Change (Mid 1970The Drastic Change (Mid 1970s)s)

National

Assessment

School

Assessment

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School Science Assessment in Practice (1)School Science Assessment in Practice (1)

School Exam Curriculum (E.C.)

National Intended Curriculum (IC)

Teachers Perceived Curriculum (P.C.)

Actual Classroom Curriculum (C.C.)

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IC

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

School Science Assessment in Practice (2)School Science Assessment in Practice (2)

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The DifferencesThe Differences

Different perception

Different interpretation

Different levels

Different measures

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Experiences gained from TIMSS (1)Experiences gained from TIMSS (1)

1. Knowledge and comprehension

Items included in science tests

Recall / Recognize

Define

Describe

Illustrate with examples

Use tools and procedures

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2. Application

Items included in science tests (cont.)

Compare/contrast/classify Relate

Find solution

Use model

Interpret information

Explain

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3. Integration of knowledge and reasoning

Items included in science tests (cont.)

Analyze/solve problem Hypothesize/predict

Draw conclusion

Evaluate Integrate/synthesize

Design/plan

Generalize Justify

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Multiple choice

Item format

Complex multiple choice

Open response

Constructed open response

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Participation in international studies

Some Examples of Attempts (1)Some Examples of Attempts (1)

Study Visit :

ETS CIE

etc.

Training In-house

Overseas

Development

Instruments

Techniques & Procedures

Supplementary materials

Standards

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Workshops

Some Examples of Attempts (2)Some Examples of Attempts (2)

Public presentations

Provisions

Services

Examples of test items Examples of test papers

Guide books

Supplementary materials On-line materials

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Impacts of Affecting Factors (1)Impacts of Affecting Factors (1)

IC

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.I

IPSTAttempts

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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.I P.C.U.

IPSTAttempts

UniversityEntrance

Exam

IC

Impacts of Effecting Factors (2)Impacts of Effecting Factors (2)

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IC

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.I P.C.U.

IPSTAttempts

UniversityEntrance

Exam

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The Basic Education Commission (BEC)

The National TestThe National Test

The Bureau of Education Testing (BET)

The National Test (NT)

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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.I

IPSTAttempts

P.C.N.

NationalTest

IC

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NT

P.C.U.

IC

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.I

IPSTAttempts

P.C.N.

UNIV.

Entrance

Exam

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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 (1)Formative Evaluation (1)

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However, in real life situation of

school science teaching, extremely rare

cases are found, most of which are on

fulfillment of a requirement basis.


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The focal point of school science

teaching as expressed by almost allstakeholders, is on the university admission.


Formative evaluation seems to be setaside, no commitment has been seriously

mentioned.

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The National Institute of Educational

Testing Service (NIETS)

The Ordinary National Education Test

(O-NET)

The Admission Test

National Education Reform (Starting 1999)National Education Reform (Starting 1999)

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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.I

IPSTAttempts

P.C.O.

O-NET

IC

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O-NET

IC

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.I

IPSTAttempts

P.C.O.

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P.C.A.

Admission

Testes

IC

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.I

IPSTAttempts

P.C.O.

O-NET

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P.C.A.

Admission

Testes

IC

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.I

IPSTAttempts

P.C.O.

O-NET

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P.C.A.

Admission

Testes

IC

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.I

IPSTAttempts

P.C.O.

O-NET

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ConclusionConclusion

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Conclusion (1)Conclusion (1)

The pronouncement at the nationallevel seems to be unanimous on the

ideal objectives of science instruction.

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However a realistic situation actuallyexisting in schools have to be taken

into account.


C l i (3)

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The question is how much the(intended) curriculum contemporary

announced to be officially used has

affected science programs thatschool students are now studying

and being assessed.


C l i (4)C l i (4)

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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.


C l i (5)C l i (5)

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There is a sizeable gap between existing

possibilities for assessment in science

and the actual practices.


C l i (6)C l i (6)

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The National Educational Test andthe University Admission Test become

the two most powerful factors

affecting classroom science teachingand learning.


C l i (7)C l i (7)

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Urgent review is needed to ensure thatthese factors are really in harmony

with objectives of instructions as

prescribed in the curricula.


C l i (8)Conclusion (8)

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The problem of gaining interest andcommitment to formative evaluation,

is largely a problem of communicating

the idea to more science teachers andeducators.



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More techniques of testing andassessment such as those regards

to student performance in science

skills, need to be available andeasily accessible.



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It is a must to make sure that the

actual steering factors that drive the

science teaching, learning and

assessment, both for school and thepublic is the national curriculum

not the other way sound.


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THANK YOUTHANK YOU

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