IGCESH2014

Universiti Teknologi Malaysia, Johor Bahru, Malaysia 19-21 August 2014

ASSESSMENT PRACTICES OF SCIENCE PROCESS SKILLS IN THE

CLASSROOM: A PRELIMINARY REVIEW

Norlly Mohd Isa *1 Hamimah Abu Naim

2 and Rohaya Talib

3

1, 2,3

Fakulti Pendidikan, Universiti Teknologi Malaysia.

(eefa_aish@yahoo.com.my, hamimahnaim@utm.my, rohayatalib@utm.my)

ABSTRACT

This paper aimed to examine the implementation of Science Process Skills Assessment

(SPSA) for Form 2 science subject in terms of dimensional context, input, process and

product and its relationship with students level of mastery based on the model of CIPP.

Evaluation in context dimensions is the assessment which carried out parallel with the

implementation of SPSA in the classroom based on the policies, principles and methods.

While for input dimensions, assessment was conducted by examining the provided input

in terms of curriculum content, availability and competency of teachers, and infrastructure

that help in the implementation of SPSA. The assessment of the process dimensions refer

to the evaluation of the processes and implementation of SPSA by teachers in the

classroom. The product dimensions evaluation emphasizes on the effectiveness of

implementation of SPSA for each level of Science Process Skill (SPS).

Qualitative and quantitative methods were used in this research. The qualitative data

collected through interview protocol and checklist on related official documents. The

interview will be conducted on selected teachers who are teaching Form 2 science subject.

Quantitative method also used by using Science Process Skill Test (SPST) as an

instrument to measure students' Science Process Skill prepared by researcher.

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