Abstract
The study aims to assess and evaluate primary school teachers’ understanding on basic science process skills (BSPS) assessment focusing on a case of Mumbwa District of Zambia. BSPS are fundamental skills required in scientific thinking, and are the key skills to be taught in science education beginning at primary school level. As the most significant resource in schools, teachers are critical to raise education standards. Improving the efficiency and equity of schooling depends, in large measure, on ensuring that teachers are highly skilled, well resourced, and motivated to perform at their best. Since teachers hold the key to better quality service provision, there is need then for them to possess quality knowledge and skills to effectively and efficiently conduct the BSPS assessment of the learners. Without which, there will continue to be a mismatch between what students need from their science education and what is assessed and so taught.
