Publication: Learning and assessment in the science classroom in thailand
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Issued Date
1999
Resource Type
File Type
application/pdf
ISSN
15226514
Other identifier(s)
2-s2.0-85066171258
Rights Holder(s)
Scopus
Bibliographic Citation
International Journal of Phytoremediation. Vol 21, No.1 (1999), p.75-82
Suggested Citation
Pravalpruk S.W. Learning and assessment in the science classroom in thailand. International Journal of Phytoremediation. Vol 21, No.1 (1999), p.75-82. doi:10.1080/09695949993008 Retrieved from: https://hdl.handle.net/20.500.14740/7153
Author(s)
Abstract
The 1990 national curriculum of Thai education and educational reform states that, at primary and secondary educational levels, schools must prepare the child to become a smart, good and a happy individual in the Thai learning society. Teaching and learning must emphasise learning to think, to do and to solve problems. A study into integrating assessment and learning as a single activity was conducted by the Department of Curriculum and Instruction Development to demonstrate that good assessment is an integral part of good instruction. Three major elements of science education are learning science, learning about science and doing science. In the assessment of science, the teacher assesses knowledge and recall of scientific facts, the application of scientific knowledge, processes of science and scientific skills and, of course, attitudes and habits of mind acquired through science education. The assessment procedures are in the form of open-ended paper-and-pencil tests, practical tests, students' work and reports, teacher observation of practical work during the semester, and parents' and peers' comment and criticism. The assessment is a continuous activity in parallel with learning activity. © 1999, Taylor & Francis Group, LLC.