New Perspectives in Science Education

Assessment plays an important role in preparing future citizens to cope with real-life problems and decision-making processes. However, the dominant assessment (questioning) practices by teachers is the multiple-choice testing that may not create a room to ascertain students’ reasoning, and often reinforces the misconceptions of students who selects wrong alternatives. Multiple-choice testing, while valuable, are only forms of assessment, that may inhibit students’ questioning at higher cognitive levels in problem solving. Therefore, structural communication grids (SCGs) become an alternative objective assessment (testing) tool that teachers can use to pose questions that test beyond knowledge and unveil students’ ideas and reasoning in [re]organizing and establishing linkages of ideas and concepts. This paper discussed the development of SCGs on topics (e.g., chemical reactions, periodic table, organic reactions) in the senior school chemistry curriculum to support teachers’ assessment practices. While the development of SCGs can be computerized, we also understand the possibility of developing paper-and-pencil SCGs for the constraints of the affordances of technology within the context of study. In addition, method of scoring/grading students’ choices are highlighted. The paper concludes with the advantages of SCGs as an assessment tool that gives credit for partial knowledge, and highlight its classroom implications.

Keywords: Assessment, Structural communication grids, Chemistry topics;