Assessment in science should move beyond mere recall of facts and focus on understanding, application, skills, attitudes, and scientific temper. Identifying and framing assessment indicators in science requires clarity about learning outcomes, nature of scientific knowledge, and competencies expected at a particular stage. At the secondary level, science education aims to develop conceptual understanding, inquiry skills, problem-solving ability, experimental skills, and the ability to relate science to daily life. Therefore, assessment indicators must reflect these dimensions. The first step in identifying assessment indicators is to examine the prescribed learning outcomes and curricular objectives. For example, if a unit in physics focuses on “Chemical Reactions and Equations,” the expected outcomes may include understanding types of reactions, writing balanced equations, observing changes during reactions, and applying concepts to real-life situations. From these outcomes, measurable indicators can be framed such as: ability to describe characteristics of chemical reactions, ability to balance chemical equations correctly, ability to classify reactions based on given information, ability to conduct and record an experiment safely, and ability to interpret observations scientifically. Assessment indicators in science can