This Dwight D. Eisenhower Mathematics and Science Education in-service project in northwest Indiana, based on a contextual constructivist perspective, sought to enhance science learning by improving science teaching in grades K-8. Elementary and middle school teachers from urban, suburban, and rural public and parochial schools attended a summer workshop in which they engaged in activity-based science learning; participated in exercises in cooperative planning, science concept enrichment, process skills development, and relevant computer applications; and discussed options for interdisciplinary science learning. After school began, the teachers attended assessment training workshops during which they developed pre- and post-test instruments for evaluating student science learning. Lesson plans developed during the summer workshop were implemented during the school year, and assessment instruments were submitted, including journals, data record sheets, notebook entries, charting and graphing, laboratory techniques and reports, written tests and concept mapping, observations and oral exchange, and drawings and art projects. Nearly all teacher reported improved student attitudes and science learning among the 1,772 project students. Project results underscore the value of teacher-prepared multiple assessment measures for equitable and realistic evaluation of science learning. (NAV)