High school science teachers' assessment literacy for inquiry-based science instruction

Drawing upon the model for science teacher assessment literacy developed by [Abell, S. K., & Siegel, M. A. (2011). Assessment literacy: What science teachers need to know and be able to do. In The professional knowledge base of science teaching (pp. 205-221). Springer. https://doi.org/10.1007/97...

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Bibliographic Details
Published in:International journal of science education 2024-05, Vol.46 (7), p.621-642
Main Authors: Hung, Ching-Sui, Wu, Hsin-Kai
Format: Article
Language:English
Subjects:
Assessment Literacy
assessment of inquiry learning
Educational objectives
Evaluation
high school
Inquiry method
Inquiry-based learning
Knowledge base
Learning
Literacy
Professional knowledge
Science education
science teacher
Science teachers
Secondary School Science
Secondary schools
Self regulation
Teachers
Teaching
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Summary:Drawing upon the model for science teacher assessment literacy developed by [Abell, S. K., & Siegel, M. A. (2011). Assessment literacy: What science teachers need to know and be able to do. In The professional knowledge base of science teaching (pp. 205-221). Springer. https://doi.org/10.1007/978-90-481-3927-9_12], this study explored science teachers' knowledge and practices of inquiry-based science instruction (IBSI) in Taiwan, and investigated the possible interactions among the categories of assessment literacy. Forty high school science teachers with relevant experience in IBSI participated in the study. Data were collected from semi-structured interviews and background questionnaires. We analysed the data and developed a coding scheme through both theory-oriented and data-oriented approaches. Four categories of teacher assessment literacy were explored, including assessment purposes, assessed learning outcomes, assessment strategies, and assessment scoring. The results indicated that, through formative assessments, teachers supported students' inquiry-based learning and self-regulated learning in a variety of ways. Furthermore, teachers not only used multiple data sources to assess students' learning performances, but also appreciated both subcategories of assessed learning outcomes - inquiry as means and inquiry as ends. The analysis also revealed some patterns of interactions among the categories of assessment literacy. Based on the findings, discussions and suggestions are provided.
ISSN:0950-0693
1464-5289
DOI:10.1080/09500693.2023.2251657