Modern Trends in Science Learning Assessment: An Analytical Vision Toward Alternative and Authentic Evaluation

Abstract

This research aims to provide a critical analytical review of contemporary educational literature concerning modern trends in science learning assessment, focusing on the shift toward Alternative and Authentic Evaluation. The study addresses a critical gap between the theoretical consensus on the necessity of authentic assessment and the practical reality of science teachers' assessment practices in the field. Methodologically, this paper asserts that this theoretical transition aligns coherently with the requirements of the Constructivist Theory in science teaching—which emphasizes self-construction of knowledge—and with the adoption of the Competency-Based Approach, which aims to measure students' actual performance and higher-order abilities. The systematic analysis revealed three main findings: First, a unanimous theoretical agreement on the necessity of moving from traditional testing to authentic assessment. Second, a high degree of utilizing formative assessment tools in contemporary studies. Third, the need for intensive professional development programs to bridge the applied gap between theory and practice. In conclusion, the paper advocates for a comprehensive transformation in evaluation culture to foster deep conceptual understanding and real-world application in science education.