In addition to summative assessment such as tests, end-of-term examinations and public examinations, formative assessment needs to be introduced to serve as a diagnostic tool to provide feedback to help improving students’ learning.

Most traditional science tests generally are not consistent with changes in current science education goals and curriculum content. There have also been changes in the nature of science teaching methods and strategies that are difficult to assess traditionally. Finally, there are additional concerns about measuring students’ science understandings and capabilities when using traditional testing.

Summative assessment can be viewed as an assessment of learning. It provides information about what students have learned at the end of a term or a unit. Tests and examinations in schools and public examinations are common exampl

Traditional science tests do have value in offering insight into students’ abilities to perform in testing situations, to recall and/or apply information, and to respond to carefully crafted questions while using critical thinking skills on essay items. Open-ended questions can also provide valuable information when teachers provide students with their expectations.

I think it is good idea of introduce such a lot formative assessment. It is because formative assessment can provide feedback to the teacher immediately. Then teachers can make decisions about what should be done next to enhance students’ learning and adopt an appropriate teaching method. Constant feedback allows the teacher to measure students’ progress and to determine an individual student’s needs.

The assessment of students’ attitudes and practical skills should be carried out over a period of time and based on students performance in daily practical work, scientific investigations as well as in practical tests.

The formative assessments, which were suggested in the guide, are listed below.

es of summative assessment, measuring students’ standards or attainments, reporting them in terms of marks or grades. Summative assessment, however, has its own limitations e.g. it cannot provide immediate feedback on how to improve learning and teaching, and therefore it should not be used as the only means of assessment. Therefore, formative assessment is proposed in the new curriculum.

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