**2. Literature review**

#### **2.1 The importance of assessment in science learning**

An assessment provides teachers with information about their students' success in relation to the learning objectives. After students receive feedback, they can recognize their weaknesses, and teachers can reflect on their teaching methodologies and come up with ways to mitigate the challenges. Assessment is very critical; it needs to be enhanced allowing the use of higher-order thinking skills to drive the learning process effectively [9, 10]. It is also a component whereby learning and teaching are strictly interlinked and need to be acknowledged by teachers [11].

The present researchers define assessment as the process of evaluating the progress of learning to see whether the students achieved the learning outcomes and can apply the knowledge given in the real context. Assessment in science needs to be more practical than theoretical to prepare the students for the 21st century. Previous studies note that assessment aims to blend what happens in the classroom with employment [12] to avoid insecurity in the world of work [13]. Thus, assessment should have an impact on the quality and deepness of learning achieved by the students [14]. Moreover, the literature notes that students are lacking life skills such as problemsolving, critical thinking, communication skills, and collaboration [15]. By acknowledging and promoting these skills, teachers can build good relations with students

*Promotion of Science Learning through Science Content and Practical Assessment DOI: http://dx.doi.org/10.5772/intechopen.105407*

that will make them be able to apply transparency regarding assessments, e.g., discussing dates of assessment and providing clear rubrics. Hence, authentic assessment is encouraged to increase the employability of graduates in the workplace [16].

In a nutshell, teachers need to embrace both theory and practical assessment in class. The demonstration and investigation methods prepare the students to use both higherorder thinking and problem-solving skills. The theory that is learned in class needs to be converted into practical and be assessed using a good rubric. Thus, it is wise for teachers to strengthen the relationship with their students to understand their individual differences, support, motivate, and apply the zone of proximal development when needed.

#### **2.2 Authentic assessment**

When designing an assessment, ensure that it is authentic, fair, and equitable. Integrity is to be maintained by minimizing plagiarism, using various assessment methods, and moderating of assessment [17]. Furthermore, [17] illustrates that moderation is important to ensure integrity in the assessment following the process of validity and reliability. Therefore, teachers are required to develop the skills that will assist them in designing assessment tasks that will also value prior learning and learners' abilities [18].

#### **2.3 Promoting both theory and interactive assessment**

Both practical and theory are very important in science; thus, assessment needs to be highly valued so that students can showcase their skills, e.g., problem-solving skills and critical thinking skills. Regarding experiments, [15] states the importance of investigation and constructive alignment when doing practical work. For instance, learners need to be equipped with science learning knowledge and skills to understand the uses and implications of science today and for the future. Moreover, [19] reveal that in science, assessment can tackle both evaluation and theory; for instance, when students are given a practical task on photosynthesis, they can be hands-on and at the same time the teacher is facilitating the theory part to enhance learning and teaching. The policy CAPS document stresses that assessment is a continuous and planned process of classifying, gathering, interpreting, and analyzing information about the performance of students [20]. Hence, it is significant that teachers always make use of the policy when planning an assessment.

Ref. [21] report explains the advantages of interactive indirect instruction as one to strive for a high level of student participation in forming hypotheses, investigating, observing, and drawing inferences from data. It takes advantage of students' interest and curiosity, often encouraging them to make other choices to solve difficulties. This is what is needed today for our students as they are curious by nature. Therefore, teachers need to engage and scaffold students in practical tasks as assessments.

#### **3. Problem statement**

Ref. [22] highlight that teachers in South Africa are faced with challenges in terms of science resources, content knowledge, and infrastructure. These challenges destructively impact the promotion of science learning. Hence, the researchers believed that in science learning students need to contribute to the investigations so that they can develop good thinking skills as well as practical skills [23]. Science investigation triggers students' interest [24]; moreover, teachers need to balance both theory and practical. The present researchers believe that investigations in science learning play a role in assessing practical activities. The literature avers that science shapes the students' scientific attitudes such as curiosity, critical thinking, and the desire to solve problems [23]. Thus, the present researchers are of the view that SL can be promoted through science content and practical assessment.
