Describes the general features of three schemes used by teachers to assess their students' manipulative, observational, interpretational, and planning abilities and their attitude toward laboratory work. The three schemes were open-ended, intermediate, and check-list modes. A comparison of grades derived from these modes is presented. (GS)

The relationship between process and content in children's science learning is discussed. The idea that both aspects are important in learning, especially during practical investigations, and that both should be emphasized are presented. (KR)