Science is a vast field, as it includes different experimental aspects of study area. Designed assessments of science subjects contribute to measure the growth and understanding of the subject. Assessments enhance students' learning and help teachers identify what students know and what they can do with their knowledge (IMS.Ode, 2011). This paper aims to design an assessment program for science students, which will include processes and instruments integral for students' learning. The designed assessment will be applicable for students of grade 6 for their science subject. Before designing an assessment program for students it is consider highly important to identify specific requirements of efficient activities that help insight students' knowledge of the subject (Allen, 2006). Likewise, at first place this assessment program will focus on reducing stress from both teachers and students and before practicing planned assessments, all assessment processes, practices and instruments will be checked to note down their validity, reliability, and transparency (Pianta, 2012). Undoubtedly, paper pencil examination method is a traditional one and it is successful too, but it cannot completely evaluate students’ understanding and knowledge of the subject (Wang, 2011). Since, science is a vast subject and it is compulsory to design such an assessment that could ensure achievement of subject value, practice, research and communication outcomes. Thus, this assessment will include different activities and tasks to target each of these aforementioned goals in terms of learning outcomes. For learning and gaining expertise in any particular subject it is always important to develop interest in the subject. In the beginning of the session science teacher will ask students to write an informal essay on the topic, “Reasons for Selecting Science as a Major Subject in the Future”. This technique will help students use their imaginative and thinking power, because while writing essay they will get chance to recognize importance of scientific studies and scope of the subject in the professional career (Haines, 2004). Additionally, teachers will also get an idea about each student’s interest and dedication for the subject. This will also help teacher to design final assessment activities more effectively with respect to students’ interest and choices (Haines, 2004). Moreover, in the same class after finishing written essay students will be encouraged to come forward and read out summary of their respective essays. With this approach, it could be predicted that some students might hesitate to come forward and present in front of the entire class, but it will be teacher’s responsibility to provide equal opportunity to each student within available time and appreciated them for their future planning (Tobey, 2005). It will help develop and improve communication and presentation skills of the students. Subject teacher is going to monitor all students throughout the terms, and for this purpose, it could be suggested that after explaining a topic one or two times. Class discussion of that particular topic should be conducted to assess what students have understood from the teacher’s lectures and how well they are able to interpret their understanding about the topic (Race, 2005). As this assessment process targets science subject students, therefore teacher will be more emphasizing on examples, from routine life. Furthermore, for homework students will be given an interesting activity such as, they will have to paste or draw pictures relevant to the topic studied in the class. Although, it seems primary level activity, but it is most appropriate way of developing students’ interest in the subject and engage them in activities related to the subject (Race, 2005).