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The evaluation of Christopher Talbot's component in the local Singapore GCSE GCE level aimed to assess student competencies in science practical skills over two years, replacing a traditional terminal practical exam. It included three skills: performing an experiment, analyzing, and planning. Skills one and two were practical tasks in the laboratory, while skill three was a paper exercise. The goals of SPA were to apply scientific knowledge with understanding, handle scientific information and problems, and develop experimental skills. SPA was student-centered, aimed at enhancing learning and developing a wide range of practical and inquiry skills. It could also make thinking visible through assessment rubrics that show examples of good practical work.
