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Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

The Development and Validation of an Achievement Test on Science
Process Skills for Grade 10 Biology Students

b
a*
c
Karla Mae V. Lapuz , Dr. Catherine Genevieve B. Lagunzad , and Dr. Cornelia C. Soto

a b
Saint Pedro Poveda College Department of Biology, School of Science and Engineering, Ateneo de Manila University
c
Department of Education, School of Social Sciences, Ateneo de Manila University
*Corresponding author’s email: karla.lapuz@obf.ateneo.edu
ABSTRACT

Learning biology is an essential part of the new science curriculum guide of the K-12 program. As study in
biology grows, the challenges in learning biology also appear. These challenges focus on the skills that
needed to be developed to maximize learning in biology. For this to happen, the objective of the lesson,
instruction, and assessment should support one another. Nowadays, teachers do not have enough time to
create valid and reliable assessment. The more valid and reliable the assessment the more accurate it
becomes in measuring the learnings of the students.
The purpose of this study is to construct a valid and reliable achievement test that can assess the Grade 10
Biology students' science process skills. An instrumentation research design was used in developing a science
process skill achievement test (SPSAT). A 38 multiple-choice item and 27 point hands-on SPSAT with table of
specifications (TOS) was constructed. The data from SPSAT was assessed in terms of validity, reliability,
usability, and fairness.
The results revealed a high degree of validity in terms of content validity. The findings show a high positive
th
correlation (r = 0.75) between the SPSAT and APSA test and the 4 quarter test and SPSAT score. Analysis of
the construct validity reveals that SPSAT is divided into seven factors which represent different science
process skills. Furthermore, reliability analysis shows that the SPSAT has a high-reliability value (Cronbach
alpha = 0.948) Lastly, upon a detailed examination of the teachers and students’ responses, to open-ended
questionnaires showed a positive response to the usability and fairness of the SPSAT.
The developed SPSAT constructed for this study shows a high degree of validity and reliability that can be
used in order to gauge the level of mastery of the students when it comes to science process skills that the
students acquired.

Keywords: assessment, science process skills, validity, reliability, biology

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