چکیده (انگلیسی):

Assessment means many things to many people. There is a plethora of terms and definitions. To
measure science-learning outcomes at skills level, assessment was modified and restructured not
only in form and context, but in vocabularies and nomenclatures. Thu, there emerged different
forms, like alternative, authentic and performance assessments, which are labeled the most
suitable for assessing science process skills demonstrated and developed by students during
science activities. The author of this paper took a critical look at these various forms and found
them not being strong and precise enough for tha t purpose. What is demanded from the students
and teachers in the various forms of assessments differs not much from those of the conventional
paper-and-pencil types. Or, at best, it is the product of investigation written on paper and marked
by conference examiners. The disadvantages of this conventional practice are much. The author is
therefore advocating on-the-spot assessment of skills as complements and supplements to these
others. The advantages are overwhelming and are stated in the body of the paper.