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

scholarly journals Performance Assessment Task: A Point of Reference for Science Teachers - this Pandemic and Beyond

2021 ◽  
Vol 2 (12) ◽  
pp. 1392-1409
Author(s):  
Ananias C. Sabijon Jr.
Keyword(s):  
Sustainable Development ◽  
Performance Assessment ◽  
Science Teachers ◽  
Learning Experience ◽  
Meaningful Learning ◽  
Thinking Skills ◽  
Performance Task ◽  
Significant Information ◽  
Assessment Task ◽  
Task Assessment

The pursuit for quality education, including that in the basic education levels, for sustainable development is clearly described in the Education for Sustainable Development (ESD), one of the17 Sustainable Development Goals (SDGs) by the UN. Accordingly, to equip students, with knowledge, skills, attitudes, and values they'll need to face the difficulties along with sustainable development, there is a need to update some processes currently utilized in science teaching and learning. For this reason, alternative activities and assessment methods, like the use of performance task assessment is needed to improve both the quality of teaching and to provide a meaningful learning experience to students. The purpose of this study was to provide relevant information from extant literature and a sample performance task assessment to encourage Science teachers to utilize these information in their classes. To achieve this purpose, significant information about performance task assessment and an original performance task assessment were presented. The use of performance assessment task is one alternative method to develop critical thinking skills, and to provide an education that is truly relevant to every student in the light of today’s challenges, like the pandemic. It could provide authentic and meaningful learning experience to students, and is very relevant in the context of coping with the challenges the science teachers have been facing. With the many pieces of evidence on its effectiveness and positive learning experience by students provided by literature, it is certain that the use of performance assessment task in Science classes cannot be overemphasized.

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 dimensionality of self-perceived performance assessment literacy (PAL)

2020 ◽  
Author(s):  
Michael P. Kelly ◽  
Richard Feistman ◽  
Emily Dodge ◽  
Andresse St. Rose ◽  
Josh Littenberg-Tobias
Keyword(s):  
Performance Assessment ◽  
Assessment Literacy ◽  
Perceived Performance

scholarly journals Performance Assessment as a Diagnostic Tool for Science Teachers

2018 ◽  
Vol 50 (3) ◽  
pp. 1093-1117
Author(s):  
Patricia Kruit ◽  
Ron Oostdam ◽  
Ed van den Berg ◽  
Jaap Schuitema
Keyword(s):  
Performance Assessment ◽  
Science Teachers ◽  
Diagnostic Tool
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