SELF-EVALUATION AND SELF-ASSESSMENT IN SCIENCE TEACHER TRAINING

This paper will build on the findings of a pilot study to investigate the extent to which self- asses-sment and self-evaluation are implemented to assess science teacher students and to put into practice re-formed assessment system. The self-assessment and self-evaluation in science teacher education is s an important aspect of quality in science teacher training. Currently these approaches to assessment have called for more authentic student assessment. Teachers who include authentic assessment in their reper-toires are driven by a belief that alternative assessment experiences should prepare students for life in the real world. While teacher-made tests give us information about student learning, they do not provide all the information. Alternate forms of assessment can generate that other information.