Based on a constructivist view of learning in science, principles for designing science assessment are drawn. The principles are in line with recommendations from science educators that science assessment tasks need to offer opportunities for students to apply their science concepts through alternative modes of assessment, experience group work, and allow teachers to assess changes in students' science concepts. While teachers in Hong Kong have traditionally adopted mostly paper-and-pencil exercises or tests and end-of-term examinations, science teachers were invited to participate in a schoolbased curriculum development project where they received support in designing alternative assessment tasks in science. This paper explores the views of junior secondary science teachers in Hong Kong about implementing alternative assessment tasks in their science classes and hence provides insights into the conditions that may support or hinder the implementation of science assessment tasks that are consistent with a constructivist view of learning. The findings provide implications on shifting the current culture of science assessment in Hong Kong from being mainly summative and involving pen-and-paper tasks to implementing formative and alternative assessment tasks. Copyright © 2005 Common Ground, May May-hung Cheng.
|Journal||The International Journal of Learning|
|Publication status||Published - 2005|
CitationCheng, M. M.-H. (2005). Constructing science assessment based on a constructivist view of learning: Hong Kong secondary teachers’ beliefs and practice. The International Journal of Learning, 12(8), 11-20.
- Teacher beliefs
- Science education