Does Teacher Education Matter? Comparison of Education and Science Major Teachers’ Assessment Literacy

Abstract

The purpose of this study was to investigate science teachers' assessment literacy having different majors (education versus science) and compare those teachers' assessment literacy. A multiple-case study, one of the qualitative research designs, was utilized to fulfill the aim. Four science teachers, two from each major, who were teaching at public schools during the 2017-2018 semesters, participated in the study. Pre-interviews, observations, post-interviews, and documents were used as data collection tools during the investigation. Content analysis was conducted using science teachers' assessment literacy model that exists in the literature. The findings of the study revealed that science teachers were similar and different from each other with respect to several dimensions of assessment literacy, which are views about learning, assessment purposes, assessment strategies, what to assess, and assessment interpretation. Recommendations for science education research and implications for science teacher education are provided.

Keywords

• Science education
• in-service science teachers
• assessment literacy
• case study

References

1. Abell, S. K. (2007). Research on science teacher knowledge. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1105–1151). Mahwah, NJ: Lawrence Erlbaum.
2. Abell, S. K., & Siegel, M. A. (2011). Assessment literacy: What science teachers need to know and be able to do. In D. Corrigan, J. Dillon, & R. Gunstone (Eds.), The Professional knowledge base of science teaching (pp. 205-221). Dordrecht: Springer.
3. Akdag-Gursoy, G. (2015). Influence of the course of practical assessment and evaluation associated with the field on the literacy levels of assessment and evaluation attitudes and content knowledge of teacher candidates [Unpublished Doctoral Dissertation]. Gazi University.
4. Avraamidou, L. (2013). Prospective elementary teachers' science teaching orientations and experiences that impacted their development. International Journal of Science Education, 35(10), 1698-1724. https://doi.org/10.1080/09500693.2012.708945
5. Aydin, S., Demirdogen, B., Akin, F. N., Uzuntiryaki-Kondakci, E., & Tarkin, A. (2015). The nature and development of interaction among components of pedagogical content knowledge in practicum. Teaching and Teacher Education, 46, 37–50. https://doi.org/10.1016/j.tate.2014.10.008
6. Bell, B., & Cowie, B. (2001). Formative assessment and science education. Dordrecht, Boston: Kluwer Academic.
7. Black, P. & Wiliam, D. (2004) The formative purpose: assessment must first promote learning. In M. Wilson (Eds.) Towards coherence between classroom assessment and accountability: 103rd yearbook of the national society for the study of education (2nd ed., pp. 20-50), Chicago, IL: University of Chicago Press.
8. Box, C. (2008). Formative Assessment: Patterns, personal practice assessment theories, and impact on student achievement and motivation in science [Unpublished Doctoral Dissertation]. Texas Tech University.

9. Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.
10. Buldur, S. (2009). Developing Literacy and Self-Efficacy Levels of Science Teacher Candidates toward Alternative Assessment Approaches [Unpublished Master’s Thesis]. Sivas Cumhuriyet University.
11. Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.
12. Davidheiser, S. A. (2013). Identifying Areas for High School Teacher Development: A Study of Assessment Literacy in the Central Bucks School District [Unpublished Doctoral Dissertation]. Drexel University.
13. DeLuca, C., Chavez, T., Bellara, A., & Cao, C. (2013). Pedagogies for preservice assessment education: Supporting teacher candidates' assessment literacy development. The Teacher Educator, 48(2), 128-142. https://doi.org/10.1080/08878730.2012.760024
14. DeLuca, C., LaPointe-McEwan, D., & Luhanga, U. (2016). Teacher assessment literacy: A review of international standards and measures. Educational Assessment, Evaluation and Accountability, 28(3), 251-272. https://doi.org/10.1007/s11092-015-9233-6
15. Deneen, C. C., & Brown, G. T. (2016). The impact of conceptions of assessment on assessment literacy in a teacher education program. Cogent Education, 3(1), 1-14. https://doi.org/10.1080/2331186X.2016.1225380
16. Demirdogen, B., Hanuscin, D. L., Uzuntiryaki-Kondakci, E., & Koseoglu, F. (2016). Development and nature of preservice chemistry teachers’ pedagogical content knowledge for nature of science. Research in Science Education, 46(4), 575-612. https://doi.org/10.1007/s11165-015-9472-z
17. Fraenkel, J. R., & Wallen, N. E. (2006). How to design & evaluate research in education (6th ed.). Boston: McGraw-Hill.
18. Friedrichsen, P., & Dana, T. (2005). A substantive-level theory of highly regarded secondary biology teachers’ science teaching orientations. Journal of Research in Science Teaching, 42, 218–244. https://doi.org/10.1002/tea.20046
19. Friedrichsen, P., van Driel, J. H., & Abell, S. K. (2011). Taking a closer look at science teaching orientations. Science Education, 95, 358–376. https://doi.org/10.1002/sce.20428
20. Gelbal, S., & Kelecioğlu, H. (2007). Teachers’ proficiency perceptions of about the measurement and evaluation techniques and the problems they confront. Hacettepe University Journal of Education, 33(33), 135-145. http://www.efdergi.hacettepe.edu.tr/shw_artcl-1017.html
21. Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
22. Gottheiner, D. M. & Siegel, M. A. (2012). Experienced middle school science teachers’ assessment literacy: investigating knowledge of students’ conceptions in genetics and ways to shape instruction, Journal of Science Teacher Education, 23(5), 531-557. https://doi.org/10.1007/s10972-012-9278-z
23. Grossman, P. (1990). The making of a teacher. New York, NY: Teachers College Press.
24. Gul, E. (2011). Preservice elementary teachers assessment literacy and attitude towards assessment [Unpublished Master Thesis]. Fırat University.
25. Izci, K. (2018). Secondary science teachers’ assessment literacies in Turkey: A descriptive content analysis. Journal of Education and Humanities: Theory and Practice, 9(17), 23-54. https://dergipark.org.tr/en/download/article-file/513964
26. Izci, K. & Siegel, M. A. (2019). Investigation of an alternatively certified new high school chemistry teacher’s assessment literacy. International Journal of Education in Mathematics, Science and Technology, 7(1), 1-19. doi: 10.18404/ijemst.473605
27. Koh, K. H. (2011). Improving teachers’ assessment literacy through professional development, Teaching Education, 22(3), 255-276. https://doi.org/10.1080/10476210.2011.593164
28. Levy-Vered, A. & Nasser-Abu Alhija, F. (2015). Modeling beginning teachers' assessment literacy: The contribution of training, self-efficacy, and conceptions of assessment, Educational Research and Evaluation, 21(5-6), 378-406. https://doi.org/10.1080/13803611.2015.1117980
29. Loughran, J., Mulhall, P., & Berry, A. (2004). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41, 370–391. https://doi.org/10.1002/tea.20007
30. Magnusson, S. J., Borko, H. & Krajcik, J. S. (1999). Nature, source, and development of pedagogical content knowledge for science teaching. In J. Gess- Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp.95-132). Boston, MA: Kluwer Press.
31. Mansour, N. (2009). Science teachers' beliefs and practices: Issues, implications and research agenda. International Journal of Environmental and Science Education, 4(1), 25-48. https://files.eric.ed.gov/fulltext/EJ884384.pdf
32. Marshall, G. B., & Rossman, C. (2011). Designing qualitative research (5th ed.). London: Sage.
33. Merriam, S. B. (2002). Qualitative research in practice: Examples for discussion and analysis. Hoboken, NJ: Wiley.
34. Mertler, C. A. (2005). Secondary teachers' assessment literacy: does classroom experience make a difference?. American Secondary Education, 33(1), 49-64. http://www.jstor.org/stable/41064623
35. Ministry of National Education. (2018). Middle Schhol Science Curriculum (Fen Bilimleri Dersi Öğretim Programı). Ankara: Milli Eğitim Bakanlığı. http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325
36. Nazlicicek, N., & Akarsu, F. (2008). Physics, chemistry and mathematics teachers approaches to assessment tools and their assessment practices, Education and Science, 33(149), 18-29. http://egitimvebilim.ted.org.tr/index.php/EB/article/view/637
37. Ogan-Bekiroglu, F., & Suzuk, E. (2014). Pre-service teachers’ assessment literacy and its implementation into practice. Curriculum Journal, 25(3), 344-371. https://doi.org/10.1080/09585176.2014.899916
38. Park, S., & Chen, Y. C. (2012). Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms. Journal of Research in Science Teaching, 49, 922–941. https://doi.org/10.1002/tea.21022
39. Patton M. Q., (2002). Qualitative research and evaluation methods, 3rd ed., Thousand Oaks, CA: Sage.
40. Quilter, S. M., & Gallini, J. K. (2000). Teachers’ assessment literacy and attitudes. The Teacher Educator, 36(2), 115-131. https://doi.org/10.1080/08878730009555257
41. Ruiz-Primo, M. A., & Furtak E. M. (2007). Exploring teachers’ informal formative assessment practices and students’ understanding in the context of scientific inquiry. Journal of Research in Science Teaching, 44(1), 57. https://doi.org/10.1002/tea.20163
42. Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4–14. https://doi.org/10.3102/0013189X029007004
43. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004
44. Siegel, M. A., & Wissehr, C. (2011). Preparing for the plunge: Preservice teachers’ assessment literacy. Journal of Science Teacher Education, 22(4), 371-391. https://doi.org/10.1007/s10972-011-9231-6
45. Stiggins, R. J. (1991). Assessment literacy. Phi Delta Kappan, 72(7), 534-539.
46. Stiggins, R. J. (1999). Evaluating classroom assessment training in teacher education programs. Educational Measurement: Issues and practice, 18(1), 23-27. https://doi.org/10.1111/j.1745-3992.1999.tb00004.x
47. Stiggins, R. J. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83(10), 758–65. https://doi.org/10.1177/003172170208301010
48. Sen, M., Oztekin, C. & Demirdogen, B. (2018). Impact of content knowledge on pedagogical content knowledge in the context of cell division, Journal of Science Teacher Education, 29(2), 102-127. https://doi.org/10.1080/1046560X.2018.1425819
49. Tomanek, D., Talanquer, V., & Novodvorsky, I. (2008). What do science teachers consider when selecting formative assessment tasks?. Journal of Research in Science Teaching Teaching, 45(10), 1113-1130. https://doi.org/10.1002/tea.20247
50. Uzuntiryaki, E., Boz, Y., Kirbulut, D., & Bektas, O. (2010). Do pre-service chemistry teachers reflect their beliefs about constructivism in their teaching practices?. Research in Science Education, 40(3), 403-424. https://doi.org/10.1007/s11165-009-9127-z
51. Volante, L., & Fazio, X. (2007). Exploring teacher candidates’ assessment literacy: Implications for teacher education reform and professional development. Canadian Journal of Education 30(3), 749–70. https://files.eric.ed.gov/fulltext/EJ780818.pdf
52. Xu, Y., & Brown, G.T. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58(1), 149-162. https://doi.org/10.1016/j.tate.2016.05.010
53. Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage.