Assessment Literacy: What Science Teachers Need to Know and Be Able to Do

2011 ◽  
pp. 205-221 ◽  
Author(s):  
Sandra K. Abell ◽  
Marcelle A. Siegel
Keyword(s):  
Science Teachers ◽  
Assessment Literacy

scholarly journals Self-Efficacy Perceptions of Science Teachers for Assessment Literacy

2021 ◽  
Vol 9 (2) ◽  
pp. 142
Author(s):  
Öznur Çambay ◽  
Sefa Kazanç
Keyword(s):  
Data Collection ◽  
Science Teachers ◽  
Self Efficacy ◽  
Quantitative Methods ◽  
Postgraduate Education ◽  
Educational Status ◽  
The Self ◽  
Assessment Literacy ◽  
Significant Difference ◽  
Data Collection Instrument

The purpose of this study is to examine the self-efficacy perception levels of science teachers for assessment literacy in terms of various variables by determining them and to reveal the correlation between them. The research was designed in the scanning model, one of the non-experimental quantitative methods. The sample of the study consists of 236 teachers who are in service in the secondary schools affiliated to the Ministry of National Education in the provinces and districts of Elazig in the 2019-2020 academic year. “Self-efficacy perception scale for assessment and evaluation” was applied as data collection instrument in the study. In the analysis of the data obtained through the data collection instrument, in addition to descriptive statistics, t-test and one-way analysis of variance were used for independent samples. As a result of the research, it was determined in the comparisons that the self-efficacy of the teachers and their sub-dimensions for assessment literacy presented a significant difference in favor of the female teachers according to the gender variable. Moreover, it was concluded that the self-efficacy of the teachers and their sub-dimensions for assessment literacy significantly differ in favor of the teachers who received postgraduate education according to the educational status variable. Whereas there was no statistically significant difference in self-efficacy for assessment literacy according to the seniority variable, it was observed that the sub-dimensions of self-efficacy for assessment literacy were significantly different in favor of the teachers who were between 1-10 years of seniority according to the seniority variable. Some recommendations were provided within the scope of the results obtained at the end of the research.

scholarly journals Exploring the science teachers’ assessment literacy for performance assessment

2021 ◽  
Vol 24 (1) ◽  
pp. 231-251
Author(s):  
Sung-ki Kim ◽  
Hee-jung Min ◽  
Min-su Ha ◽  
Seoung-hey Paik
Keyword(s):  
Performance Assessment ◽  
Science Teachers ◽  
Assessment Literacy

Language Assessment Literacy Survey

2020 ◽  
Author(s):  
Benjamin Kremmel ◽  
Luke Harding
Keyword(s):  
Language Assessment ◽  
Assessment Literacy ◽  
Literacy Survey

MODEL PENDIDIKAN KARAKTER TERINTEGRASI PEMBELAJARAN SAINS

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Wayan Sadia
Keyword(s):  
High School ◽  
Character Education ◽  
Science Teachers ◽  
Science Learning ◽  
School Science ◽  
Lesson Plans ◽  
Assessment Model ◽  
High School Science ◽  
Learning Models ◽  
High School Science Teachers

Abstract This research was conducted with the main objective to develop a model of character education integrated with science learning in elementary, junior, and senior high schools. The research was focused on the needs analysis study involving 36 elementary school science teachers, 34 junior high school science teachers and 27 senior high school science teachers to collect information on science learning in relation to character education. Data were collected by questionnaires, observation and interviewing techniques. Data were analyzed by descriptive and qualitative meaning. The results showed that: 1) character education can be developed through selection of science learning model, assessment model, and teaching materials, 2) science learning models that contribute significantly to the development of the character of students are inquiry learning, problem-based learning, cooperative learning , science-technology-society, problem solving, and contextual learning models, 3) science teacher’s responses to the character education are generally very positive and seek to develop good character through a learning process, 4) some (55.3%) science teachers include indicators of character values that to be target of learning in the syllabus and lesson plans, and some (44.7%) do not explicitly specify its, but implicitly implied in the syllabus and lesson plans. Keywords: character education, integrated science learning

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