SCIENCE TEACHERS&#039; APPROACH TO CONTEMPORARY ASSESSMENT WITH A READING LITERACY EMPHASIS

Maja Kerneža; Dejan Zemljak

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SCIENCE TEACHERS' APPROACH TO CONTEMPORARY ASSESSMENT WITH A READING LITERACY EMPHASIS

Title	SCIENCE TEACHERS' APPROACH TO CONTEMPORARY ASSESSMENT WITH A READING LITERACY EMPHASIS
Publication Type	Journal Article
Year of Publication	2023
Authors	Kerneža, M, Zemljak, D
Journal	Journal of Baltic Science Education
Volume	22
Issue	5
Start Page	851-864
Pagination	Continuous
Date Published	October/2023
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	Artificial Intelligence, assessment, reading literacy, SCIENCE teachers, teacher training
Abstract	In a sample of 1215 teachers, this study examined the readiness of science educators for assessment in the rapidly evolving landscape of artificial intelligence in education. Participants responded to an online questionnaire during the emergency remote teaching phase, offering insights into the frequency and nature of assessment methods utilized. The research draws a connection between assessment techniques during remote teaching and the emergence of AI in education. The results show that the selected assessment methods vary across teachers, with some specific differences observed in the assessment practices of science teachers. The study underscores the critical role of reading literacy in enhancing student engagement in contemporary learning environments. Moreover, the findings suggest that continuous professional development significantly improves the readiness of (science) teachers for AI-enhanced assessment. Drawing from these insights, recommendations for subsequent research are delineated.
URL	https://oaji.net/articles/2023/987-1697653714.pdf
DOI	10.33225/jbse/23.22.851
Refereed Designation	Refereed
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