Abstract

Background:
Practical work activities have been used for many purposes in science teaching. However, its use for assessment purposes has been limited. This study highlights the role of practical work activities in assessment.

Material and methods:
Qualitative and descriptive approaches were used. Prior knowledge diagnostic test (PKDT) ; unstructured interviews (UI) and observation of practical work (OPW) activities were used for data collection.

Results:
The following describe the quality of this student on the task performed during the practical activity: This student's understanding of most of the concepts is limited to definitions.  The student’s knowledge was apparently incomplete and lacking in organisation.  That is, her knowledge of concepts at application level was limited by lack of integration of knowledge possessed/prior knowledge.  That is, the student could not relate her knowledge even if it was appropriate and ‘available’ when needed. The student could not construct meaning or understanding from some of the concepts she managed to define.

Conclusions:
This study was an attempt to assess knowledge holistically for purposes of future teaching and learning. Holistic assessment of knowledge is important as it assists in improving both their teaching and learning respectively.