PRACTICAL FOR SKILLS AQUISITION FOR

A well designed Laboratory creates opportunity for students to learn science concepts meaningfully, acquire scientific skills and scientific attitudes. Thus it is imperative that teachers acquire skills in designing laboratory activities to provide students deep understanding of science concepts for them to apply these concepts in solving practical problems. This paper provides an outline of major functions of the laboratory, skills in organizing laboratory activities, and how science practical work can be effectively assessed to encourage students ’ use of science skills in solving problems. Teachers often use the product-based assessment in which marks or grades are awarded on how close a student’s results are to the target value. Researchers have shown that the process-based assessment in which grades are given based on whether students perform some operations correctly or not is more effective as it ensures close supervision of students by the teacher which motivates students to be more attentive and thorough in carrying out practical activities in the laboratory. A process-based criteria for assessment of practical skills was provided as a model for teachers who intend to use them or construct other process-related assessment criteria for assessment of other skills