Developing Assessment Literacy of Pre-Service Chemistry Teachers
ZHU Li-Ying1, WANG Zu-Hao2
1. College of Teacher Education, Zhejiang Normal University, Jinhua 321004, China;
2. College of Teacher Education, East China Normal University, Shanghai 200062, China
Abstract The purpose of this study is to develop assessment literacy of pre-service chemistry teachers by taking the course of measurement and evaluation of chemistry teaching, where the key feature was an innovative approach based on the real-world situations. The one-group pretest-posttest design was used, and pre-service chemistry teachers in Zhejiang Normal University were enrolled in the study. The results indicated that course training could improve assessment literacy of pre-service teachers, but there were different effects among dimensions. There were significant effects on the dimension of "Fundamental Concepts","Data Interpretation","Quality Characteristics","Ethics of Evaluation" and "Test Grade". The two formers' ultimate levels were higher, and the three latters' were lower. However, there was no significant difference on the dimension of "Test Design", but the level was high.
ZHU Li-Ying, WANG Zu-Hao. Developing Assessment Literacy of Pre-Service Chemistry Teachers[J]. Chinese Journal of Chemical Education, 2018, 39(16): 45-50.
