CHEMISTRY TEACHERS' ASSESSMENT LITERACY IN TURKEY

TitleCHEMISTRY TEACHERS' ASSESSMENT LITERACY IN TURKEY
Publication TypeJournal Article
Year of Publication2020
AuthorsYaşar, MD
JournalJournal of Baltic Science Education
Volume19
Issue1
Start Page76-90
PaginationContinuous
Date PublishedFebruary/2020
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersE-ISSN 2538-7138
Keywordsassessment literacy (AL), chemistry teachers (CTs), formative assessment techniques (FATs), Turkey
Abstract

The aim of this research was to find out the assessment literacy level of chemistry teachers in Turkey. For the purpose of the research, different types of formative assessment techniques were included in the research. This research was conducted as a case study, which is a kind of qualitative research design. The participants in the research were 12 chemistry teachers working in different high schools in Şanlıurfa, one of the largest cities in south-eastern Turkey in 2017-2018 spring term. Research data were collected with a semi-structured interview form. Content analysis was performed on the research data. According to the results, chemistry teachers did not have sufficient perception and knowledge about diagnostic and formative assessment. Chemistry teachers’ perception related to objective of formative assessment techniques was very low and it was almost unfamiliar to them. Also, chemistry teachers had little perception about how formative assessment techniques should be prepared and what is their function. Their perception related to the interpretation/scoring of the results obtained from formative assessment techniques was almost non-existent. They had serious deficiencies related to formative assessment techniques and they focused on summative assessment rather than formative assessment and related techniques in their chemistry classes.

URLhttp://oaji.net/articles/2020/987-1581269707.pdf
DOI10.33225/jbse/20.19.76
Refereed DesignationRefereed
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