The Construct Validity and Context Dependency of Teacher Assessment of Practical Skills in Some Pre‐university Level Science Examinations

Abstract

The construct validity of teacher assessment of practical skills is analysed in some operational pre‐university level examinations in biology, chemistry and physics. Evidence is presented that teacher assessment makes a distinctive and valid contribution to the examinations in each subject. Although there is considerable similarity in the face descriptions of the practical skills involved in biology, chemistry and physics, performance on the skills is strongly dependent on the subject context concerned. There is little evidence in this study that the practical dimensions involved are generalisable across the science subjects. The implications of this finding are considered briefly in the light of current developments in assessment in the post‐16 science curriculum in the United Kingdom.