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The Current Practices of Science Teachers in Authentic Assessment

The purposes of this research were to 1) determine primary science teachers’, ,view of authentic assessment and 2) examine problems in developing and using authentic assessment in primary science classrooms. Samples were 76 school administrators and 239 science teachers from primary schools in Bangkok. Two questionnaires were used to gather assessment views from participants. School administrators reported that an analysis of learning standards and setting assessment committees were the most important step for developingassessment tools. They indicated that teachers had several problems in developing and using authentic assessment. For example, they had many tasks to perform which werenot teaching activities. They also had to teach subjects that were not their major. These made teachers had less time to do a variety of authentic assessment as they should.Teachers indicated that an analysis of learning standards and contents was the ,most practical step. Forming a teacher committee to create an instrument wasunnecessary. In lecture method, teachers usually used both selected response and constructed response items. They added portfolio assessment with inquiry based approach as well as practical experiment tests to assess students’, understanding. Teachers agreed with administrator views about their additional tasks. Some of teachers responded that they did not have enough understanding in order to create assessment tools. Most of them expressed the need for more training, especially in ,developing tests to assess thinking skills, attitude, and scientific processes.

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