Self-Efficacy Perceptions of Science Teachers for Assessment Literacy

• Published in: International journal of education and literacy studies 2021-01, Vol.9 (2), p.142
• Main Authors: Çambay, Öznur, Kazanç, Sefa
• Format: Article
• Language: English
• Subjects: Assessment Literacy; Correlation; Data collection; Education; Evaluation Methods; Foreign Countries; Gender Differences; Knowledge Level; Literacy; Measures (Individuals); Perceptions; Schools; Science Education; Science Teachers; Science Tests; Secondary School Students; Secondary School Teachers; Secondary schools; Self Efficacy; Self evaluation; Seniority; Statistical Analysis; Student Evaluation; Teacher Attitudes; Teaching Experience; Variance analysis
• ISSN: 2202-9478; 2202-9478
• DOI: 10.7575/aiac.ijels.v.9n.2p.142

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.