Describes different evaluation techniques of student performance in the science laboratory. Evaluation techniques discussed include written reports, test items, practical tests, and observational assessment to evaluate both student performance and to promote development of specific skills. (DS)

Argues that a skills-based approach for the assessment of laboratory work is philosophically unsound, educationally worthless, and pedagogically dangerous. Proposes an alternative, holistic approach to assessment, based on a more valid model of scientific practice. (Contains 38 references.) (MDH)

Laboratory exercises from five chemistry curricula were examined to determine organization (integration of laboratory work with other parts of a course) and tasks required of students (assessed in terms of inquiry skills and behaviors required for the laboratory work). Implications and suggestions for instruction are included. (Author/JN)

Describes the selection and implementation of an authentic assessment model for evaluating students' science laboratory knowledge and skills. Provides sample problems and a scoring form for the performance-based science laboratory test. (MDH)