A case study of direct assessment of students’ manipulative skills in chemistry practical: Perspective of lecturers

Abstract

Direct assessment has adopted in matriculation college as an innovative change in assessment method for practical in line with the implementation of outcome-based education. The purpose of this study was to obtain the views of matriculation lecturers on the use of direct assessment to assess students’ manipulative skills in titration experiment during Chemistry practical. A qualitative case study approach was adopted, in which four matriculation lecturers were purposely selected. Observation and interview were conducted to obtain their views regarding to the perception, implementation, effectiveness, and critical factors for sustainability of direct assessment. The findings of the study indicated that lecturers positively perceived direct assessment were able to enhance students’ manipulative skills in Chemistry practical, by identifying their weaknesses in skills and to increases their motivation in hands-on practical. Several issues such as lack of skills among lecturers and the requiring of excessive effort needed to overcome in order to sustain the implementation of direct assessment in matriculation college.