ABSTRACT:
The primary goal of the K to 12 Science curriculum is to develop the learners to become scientifically literate. Science teachers applied different teaching strategies and approaches to promote science concepts, science processes, and scientific attitudes among the learners. Concerning this, science teachers conducted assessments that determine the level of scientific literacy of the learners. This study was conducted to determine the assessment management practices of teachers promoting scientific literacy. The variables in the study include the three indicators of scientific literacy and the different assessment applied by the teachers. In this study, 50 Junior High School science teachers in the South and West Districts of Lipa participated. The study employed the descriptive quantitative research design where she used purposive sampling as her sampling technique. Survey questionnaire was the main instrument used to gather data. Data were treated and analyzed accordingly using various statistical treatments such as weighted mean and Spearman’s rank correlation coefficient.
The results revealed that the teachers’ assessment management practices were more focused on developing scientific processes and scientific attitudes. On the other hand, the science concept needs to be given emphasis, especially the application of scientific debate in science classrooms. In the utilization of assessment in promoting scientific literacy, the performance-based assessment is the commonly applied assessment. Giving group or solo projects as a form of performance-based assessment was always given to learners. Multiple choice was always given as a form of objective assessment while in subjective assessment, writing journal was rarely used. A significant relationship between teacher management assessment practices and scientific literacy was revealed in the study. This implies that good teacher assessment practices can promote the scientific literacy of the learners.
Keywords: Assessment, Performance assessment, scientific attitude, scientific literacy, scientific processes, Subjective assessments
Introduction:
Classroom assessment is an essential component of science instruction. It is broadly defined as the process of collecting and analyzing information about students in order to improve their learning (Butler & McMunn, 2006). Moreover, assessment enables teachers to determine the strengths and weaknesses of students, provide appropriate feedback and enhance teaching and learning processes. To assess student’s science knowledge, skills and attitudes, teachers utilized different assessment tools and practices. Science teachers need to become knowledgeable in creating a high quality assessment. Furthermore, science teachers need to know what to focus on to ensure their assessment of student learning is meaningful and useful for the students’ on going learning and development (Edwards 2013).
In teaching Science, the desired learning outcome is to develop students to become scientific literate. Scientific literacy is the capacity to use scientific knowledge, to identify questions and to draw evidence-based conclusions in order to understand and help make decisions about the natural world and the changes made to it through human activity (OECD 2003). According to Laugksch (2000), scientific literacy was used to describe a comprehension of science and its applications to society. In addition, scientific literacy is one of the competencies that students need to succeed in the 4.0 industrial revolution.
The result of PISA 2018 has a great impact on the Science education in the Philippines. It shows low performance of Filipino students in Science and thus indicates poor science literacy. The possible causes should be determined to improve the science literacy of the students and to attain the objectives of K to 12 Science curriculum. Science literacy is a form of student achievement, but also a form of teacher success in teaching science. PISA results become an opportunity for teachers to do new things to innovate to improve students' science literacy. An international assessment is an additional tool to measure the effectiveness of the curriculum and education system, and even teacher performance. The improvement of science literacy among students should be sustained not only because of international assessment but rather for the application of science concepts in real life situations of learners. In relation to this, teacher should evaluate their assessment tools and how it affects the promotion of scientific literacy. Furthermore, there should be a congruency on the assessment we used on the assessment given in a national and international assessment.
The K to 12 Science Curriculum focus on developing scientific literacy among learners that will prepare them to be informed and participative citizens who are able to make judgments and decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts. The curriculum is designed around the three domains of learning science: understanding and applying scientific knowledge in local setting as well as global context whenever possible, performing scientific processes and skills, and developing and demonstrating scientific attitudes and values. (K to 12 Science Curriculum Guide 2016).
The NAT result in Science of the Division of Lipa for the SY 2016-2017 was 38.59 and Grade 10 learners participated in the exam. In the following school year, the Grade 10 and Grade 12 students took a National Achievement Test. The Grade 12 obtained a mean of 44.00 while the Grade 12 got 32.94. Lastly, on the SY 2018-2019, the Grade 12 has a result of 34.15. There was a quite increase in the NAT results in every school year. The increase in the result should be sustained or make it greater in the next school year of the administration of National Achievement Test.
Science teachers are responsible and has an essential role in developing learners into scientifically literate citizen. Teachers need to determine if the assessments given were lead toward the attainment of scientific literacy. This study aims to determine the assessment management practices and the assessment tools used to develop learners to become scientific literate.
see PDF attachment for more information