Why Do Teachers Use Self-Constructed Assessments?

Teachers are found to be more at ease in using their own self-constructed assessments. Most science teachers rely much on traditional paper and pencil type of tests more than any other forms of non-traditional assessments (Marso and Pigge, 1988). Lawrence and Orton (1989) study found out that Science teachers give more emphasis to class discussion, attendance, behavior and projects instead of focusing their attention on the type of assessment most appropriate to enhance students learning.
The issues of why, how, and what, teachers, assess in classrooms will become a major challenge in the multifaceted science reform effort currently underway. As educators are changing their ideas about what constitutes exemplary inquiry-based learning, and recognizing that science is an active process that encourages higher-order thinking and problem solving, there is an increased need to align curriculum, instruction, and assessment in order to meet the need of aligning
Rowntree (1987) is of the opinion that when assessing students, teachers should first identify the purpose of using assessments; specifically they should establish how they are going to use assessment results. Teachers should also establish the content of assessment. That is, they should be in a position to determine the kinds of skills and abilities they intend to assess.
Teachers should establish how they will assess those skills. They should make decisions about the choice of assessment methods they want to employ and establish if such methods are relevant for assessing the specific content and effective to help students reach their academic potential. Teachers should also make decisions about how they are going to grade, give students feedback, and how they will analyze, interpret, and use assessment results to inform decisions in teaching and