A Qualitative Study on Science Teacher Assessment Literacy Using Semi-Structured Interviews and Lesson Analysis

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  • 理科教師のアセスメント・リテラシーに関する質的研究
  • ―半構造化面接と授業分析を基にして―

Abstract

<p>We begin by examining the specifics of assessment literacy of science teachers and examples of practices successfully utilizing assessment literacy skills. The subjects for our study were elementary school teachers. With respect to method, we used the framework and model proposed by Abell & Siegel, consisting of four types of knowledge related to the purpose, object, strategy, and interpretation/action of assessment. Through semi-structured interviews, the specifics of the assessment literacy of the subjects were analyzed. We then planned and presented a lesson on “Properties of Aqueous Solutions” in the sixth grade using the assessment literacy specifics and subsequently analyzed examples of practices in which the specifics of assessment literacy were observed. The teachers used their own assessment literacy as the basis for their teaching. From our analysis of the results, the framework and model proposed by Abell & Siegel was thus verified to be a useful framework for analyzing the assessment literacy of science teachers in Japan.</p>

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