121st General Meeting of the KCS

Type Oral Presentation
Area New Trends in Chemistry Education
Room No. Room 400
Time THU 10:00-:
Code EDU.O-3
Subject The process of chemistry teacher education based on teacher assessment literacy in practice (TALiP) and the change of teacher assessment identity (TAI)
Authors Hee Jin Noh, Seounghey Paik1,*
Department of Science Education, SunIn High School, Korea
1Department of Chemical Education, Korea National University of Education, Korea
Abstract The Ministry of Education in KOREA is attempting to change the assessment of the classroom from a result-oriented assessment to a process-oriented assessment. As a result, the Ministry of Education has proposed the extension of performance assessment as a practical solution of process-oriented assessment in the classroom. In response to the paradigm shift in these assessments, the study began to help chemical teachers practice the performance assessment as an ‘assessment for learning (AfL)’. This study introduces two new concepts of teacher assessment literacy in practice (TALiP) and teacher assessment identity (TAI) in education for chemistry teachers. First, TALiP was used as a theoretical framework that included the assessment knowledge system, the assessment concept, and the assessment decision-making and action-taking that can evaluate the teacher 's assessment practice. Second, TAI is a concept of how a teacher defines the role as assessor. This study attempts to show how TAI is affected by this TALiP-based teacher education. This study is aimed at 18 secondary school teachers who are attempting 'performance assessment for learning in chemistry class'. Teacher education was conducted to help them assess their performance on ‘acid and base learning’. Various data obtained from this process were collected and analyzed. Based on the collected data, we analyzed TALiP-based education and TAI of chemistry teachers. In this way, it is possible to explain how this TALiP-based teacher education affects the practice of performance assessment, and it can provide implications for how efforts should be made to help secondary school chemistry teachers to practice performance assessment.
E-mail eyeday@nate.com