Assessing Science Process Skills through Conceptual Frameworks: A Scoping Review
DOI:
https://doi.org/10.46328/ijonse.6545Keywords:
Science process skills, Conceptual frameworks, Inquiry-based learning, Psychometric validation, Science education, Assessment, Scoping reviewAbstract
The assessment of science process skills (SPS) is a fundamental component in cultivating scientific literacy and promoting inquiry-oriented learning across educational settings. However, the conceptual and theoretical foundations guiding SPS assessment remain inconsistently defined and unevenly applied. This scoping review systematically maps existing conceptual and theoretical frameworks that inform the assessment of SPS, focusing on their definitions, components, and implementation practices across educational levels. Guided by the Arksey and O’Malley (2005) methodological framework and the PRISMA-ScR reporting guidelines, a systematic search was conducted in the Scopus and Web of Science databases. From an initial pool of 135 records, sixteen empirical studies met the inclusion criteria and were analysed thematically. The review pursued three objectives: to identify and categorise existing conceptual and theoretical frameworks, to examine how they define and operationalise SPS components, and to explore their application, adaptation, and validation in empirical contexts. The synthesis revealed four interrelated dimensions that underpin SPS assessment: conceptual and structural design, pedagogical alignment, psychometric validation, and contextual and participatory relevance. These dimensions interact dynamically within an integrated conceptual perspective that connects theoretical grounding, instructional practice, empirical validation, and contextual adaptability. While recent studies increasingly incorporate inquiry-based, metacognitive, and data-driven approaches, theoretical integration and construct coherence remain limited. The findings underscore the need for coherent, evidence-based frameworks that unite cognitive, metacognitive, and sociocultural perspectives, ensuring validity, reliability, and contextual responsiveness in assessing science process skills. This review contributes a comprehensive synthesis that advances theoretical clarity and supports the development of robust and inclusive SPS assessment practices in contemporary science education.
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