Investigating Chemistry Teachers’ Assessment Knowledge via a Rubric for Self-Developed Tasks in a Food and Sustainability Context

Abstract

We investigated the competence of in- and pre-service chemistry teachers and teacher mentors in designing sustainability- and systems-oriented online tasks for their students. Using a dedicated rubric, we evaluated their assessment knowledge (AK) as reflected in the tasks they had developed. The rubric is based on four attributes: integration of sustainability and chemistry, diversity of thinking skills, the variety of system aspects, and diversity of visual representations. Implementing a qualitative case study approach, we tracked the professional development of three purposefully sampled teachers in addition to using the rubric to score their tasks. Combining the rubric scorings and the qualitative investigation via feedback questionnaire revealed new insights. Besides the teachers’ content and pedagogical knowledge, the case studies’ context and relevance to the teachers were found central to their ability to assess learning. This research contributes to the theoretical understanding of AK of teachers with different backgrounds and professional experiences. The methodological contribution stems from the analysis of self-developed tasks based on a designated rubric, which should be further validated.

Competencies of Chemistry Teachers and Prospective Teachers: A Literature Review

“…Uzuntiryaki-Kondakci et al, (2017) explained that in the PCK component measured, the teacher self-regulation phase includes: forethought phase, performance phase, self-reflection. Peretz et al (2023) describe a knowledge assessment rubric for tasks developed by teachers themselves: chemistry and sustainability, diversity of thinking skills, diversity of system aspects, diversity of visual representations. As for He et al (2021) explain the components in the assessment, namely CK assessment using rubrics (1) subject matter expertise, (b) the quantity of chemistry-related comprehension levels applied, and (c) any special features or visual aids incorporated.…”

Chemistry Teachers’ Knowledge of Teaching and Assessment of Senior High School Students

“…Therefore, the knowledge of assessment, the tools and the methods are a vital requirement of chemistry teachers. The tools and methods used by chemistry teachers for assessment have a great impact on chemistry students' learning (Etulle et al, 2023;Peretz et al, 2023). It is imperative that chemistry teachers adopt, adapt, and construct effective assessment practices that would evaluate chemistry students' understanding and application of knowledge, skills, attitudes, and values to promote quality in education.…”

“…It is imperative that chemistry teachers adopt, adapt, and construct effective assessment practices that would evaluate chemistry students' understanding and application of knowledge, skills, attitudes, and values to promote quality in education. The assessment tools should consider the practical nature of chemistry and should enable their students to recognise the link between theories and practices in their environment (Etulle et al, 2023;Ngaji & Amba, 2021;Peretz et al, 2023).…”

“…It is therefore recommended that chemistry teachers exhibit good and appropriate knowledge and understanding of the subject matter that they teach for the enhancement of teaching, learning and assessment of chemistry in senior high schools (Mpinge & Onyango, 2023a). Professional training and professional development programmes for chemistry teachers should be geared towards equipping the teachers with appropriate assessment tools that would assess the various learning domains and faculties of senior high school chemistry students (Etulle et al, 2023;Peretz et al, 2023).…”