Abstract
The purpose of this study is to explore elementary students’ perceptions towards science assessment in Miaoli County, Taiwan. 439 students ranging from 4th to 6th grades were selected. The questionnaire “Student’s Perception Towards Science Assessment (SPTSA)” was designed and implemented to collect these students’ perceptions towards science assessment. A Chi-square test was used to analyze the differences among 4th to 6th graders. Findings of the study indicated that students’ perceptions toward science assessment can be classified into five approaches. These are the: grading approach, concepts approach, negative approach, positive approach, and expectation approach. In general, the concept approach and the negative approach were the top two perceptions toward science assessment. In addition, most of students viewed “grading of science homework”, and “making progress” as the grading approach, while viewing their semester grade as the effort approach. Most students viewed the purpose of assessment as the ability approach. Their preference toward assessment depends on the type of assessments and the context. Suggestions for future study in science assessment are discussed.
| Keywords: | science; perceptions; elementary school; assessment |
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