Documents about science education point out the need for engaging students in their learning processes, and defend the relevance of the learning of skills, mainly those associated with the process of scientific investigation. This paper aims to contribute to the development of a wider vision of science and knowledge as it is built and used. Assuming the need to evaluate students' knowledge in a way that is coherent with this new teaching perspective, this paper presents an overview of some evaluations from all over the world. Science questions from the last versions of such evaluations were analysed in order to base a discussion about how they follow the new guidelines for science teaching. The analysis made it evident that it is difficult to assess some skills and there is an absence of opportunities to express the knowledge related to them.
Development of skills; Assessment; Science teaching
