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KMID : 1059519990430060720
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Journal of the Korean Chemical Society
1999 Volume.43 No. 6 p.720 ~ p.727
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The Science Teacher’s Perceptions and the Status of Formative Assessment in Science Teaching
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Nam Jeong-Hee
Seung Eun-Sun
Um Jae-Ho
Kim Kyung-Hee
Choi Byung-Soon
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Abstract
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The science teachers’ perceptions and the status of formative assessment in science teaching were identified through a questionnaire. The majority of teachers thought that the most important goal of assessment in education was to identify to what extent pupils achieved learning objectives. They suggested that formative assessment was the most appropriate method regardless of the purposes of assessment. They thought that formative assessment was an assessment carried out at the end of lesson to identify to what extent pupils achieved learning objectives. The teachers stressed the need for formative assessment to identify what pupils achieved. But they carried out formative assessment about once a week and there were very few teachers carrying out formative assessment during the lesson. They responded that it was difficult to carry out formative assessment because of large class size, lack of time and difficulty in preparation. And they used the information from formative assessment to judge the level of attainment.
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