  The objective of physics laboratory training is to develop, in students, a
variety of important cognitive and psycho-motor abilities related to
experimental physics. These include conceptual understanding, procedural
understanding, experimental skills and the experimental problem solving
ability. It has been noted that strategies adopted for the assessment of what
students learn and develop through a laboratory course are often inconsistent
with the objectives of the laboratory courses. The author has developed a
comprehensive assessment strategy which can be used at the school, college and
university level. The strategy is based on four tools of assessment, namely,
test on conceptual understanding, test on procedural understanding, an
experimental test, and the continuous assessment. The relative weightage for
each of the four tools depends on the level and emphasis of the laboratory
course. The four tools of assessment, with respect to the type of questions,
design, grading schemes, administration of each tool have been described with a
few sample questions for each tool of assessment. This assessment strategy is
being practiced and its effectiveness studied during a series of special
courses in experimental physics in India. Furthermore, a survey was carried out
with university teachers from across India to check the acceptability and
feasibility of using this strategy for larger number of students in
universities and most of the participating teachers supported the use of this
strategy.
