Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES

University Town, Northern Samar

GRADUATE STUDIES

TOPICS: EVALUATION IN SCIENCE

NAME: CHONA D. CAMPOSANO

PROGRAM: Master of Science in Biological Science

Subject: BioSci 825 Laboratory Teaching in Science

Semester: Second Semester S.Y 2020-2021

Professor: DR. MA. LOURDES ALVAREZ

Date: JULY 25, 2021

Assignment: Reflection Paper

EVALUATION IN SCIENCE
Reflection Paper

Learning science is a cumulative process: to what learners

know already or believe about the subject, every new piece of
knowledge is added. If learners are strongly based, the new parts
are easier to put together. However, the new content may be
difficult for students to understand if preparation isn't spotty
or incomplete. Unfortunately, if the new material conflicts with
prior misconception or solid beliefs, pupils might disregard or
misinterpret new knowledge to fit into their existing understanding
framework.
Evaluation may be characterized as making judgements on value
and worth; evaluation is the process through which individuals make
assessments on things. It is obvious that evaluation is a delicate
and sensitive task. On the other hand, it is not a simple and
obvious process. The evaluation of science teaching is done at
various stages and for various objectives. Science curriculum is
one of the most significant assessment objects. The curriculum
evaluation is typically an informal endeavor in many schools.
Science teachers usually talk about team work or staff meetings and
anticipate future improvements. Evaluation results need to be
examined in order to develop specific findings and guidelines for
every learning and teaching activity.
Various evaluation models may clearly be utilized. The
decision relies on several aspects, particularly the experience of
a teacher. The efficacy of the science subject is also crucial to
examine. In such cases, evaluators might utilize the questionnaire
pre-subject and the questionnaire post-subject.
Evaluation as an integration of description and judgment, in
which the objective portion of the assessment is emphasized in the
description section and the subjective element of the judgment.
Evaluation includes a systemic approach and the use of assessment
skills might potentially improve the objectivity of the descriptive
portion of evaluation. Another key issue is how all learners should
be included in an evaluation. Increase teachers to utilize inquiry
and class discussions to enhance their learning and comprehension.
There are many strategies and techniques to evaluate the
process of science teaching and learning. The key issues are: what
should be evaluated? When and why do you evaluate? How to evaluate?
How to evaluate? It is obvious that one of the most essential
resources for success in science teaching is student feedback.
Teachers can evaluate a complete field of science, analyze the
learning needs of students and explore teaching experiences of
students. Evaluations should be connected to specific educational
circumstances as well as goals. It is also crucial while evaluating,
to reinforce the motivation of teachers and students. There are
several ways for data collection on the effectiveness of science
teaching. Also it is clear that a key to effective teaching
evaluation is to collect data from multiple sources