Abstract:
This project aims to develop pre-service science teachers’ assessment literacy by engaging them in the development of an open online platform that fosters virtual learning, teaching and assessment of the HKDSE Chemistry curriculum. This project borrows the conceptual framework of Teacher Assessment Literacy in Practice (TALiP) from Xu and Brown (2016). The framework of TALiP consists of three levels of mastery: (1) Basic mastery of educational assessment knowledge, (2) Internalization of understanding and skills through practice, and (3) Making self-reflection on one’s own identity as an assessor. In this project, participants will be provided with a series of workshops to develop their knowledge and understanding of assessment, conceptual change, and metacognition. Second, they will be shadowed by the project team, which comprises a pool of experienced and well-trained experts in assessment development and analysis. The participants will develop high-quality MCQs with written feedback during the mentorship process. Furthermore, they will develop well-planned short teaching videos to explain the concepts related to the MCQs. The MCQs to be developed in this project will be leaner-oriented, where the leaner’s common alternative conceptions/misconceptions and their conceptual change and metacognition will be thoughtfully considered. Third, an open online platform will be developed to include all the materials and enable the participants to gather feedback from secondary school chemistry teachers and students. Finally, participants will be guided to make learning reflections concerning their development of assessment literacy. To conclude, this project develops pre-service science teachers’ assessment literacy by engaging them in contextualized practice through a mentorship scheme.
Code:
T0265
Principal Project Supervisors:
Keywords provided by authors:
Start Date:
16 Jan 2023
End Date:
15 Jul 2024
Status:
Completed
Result:
A total of 31 EdUHK students participated in the project. They actively participated in the project’s briefing sessions, workshops and moderation meetings to develop their understanding of and competencies in applying MCQs to enhance learning and teaching. They developed 208 high-quality MCQs for the HKDSE Chemistry curriculum. Furthermore, they developed 20 short teaching videos for addressing common secondary school students’ alternative conceptions of Chemistry. Finally, an open online platform with all the developed materials has been launched.
Impact:
This project emphasises developing pre-service science teachers’ assessment literacy with reference to the conceptual framework of TALiP (Xu & Brown, 2016). First, a series of workshops was provided to develop their mastery of knowledge of educational assessment and student learning. Second, their understanding and skills of the interconnectedness of assessment, teaching, and learning had been internalized through the mentorship scheme and contextualized learning. Third, they were guided to make reflections on the development of their assessment literacy.
This project also provided participants with opportunities to develop their oral and written communication skills. The oral communication skills in terms of teaching language for the virtual mode of chemistry teaching, and the written communication skills with respect to writing assessment items and providing written feedback were developed.
The deliverables (e.g., MCQs, feedback, videos) benefit the community. Indeed, teachers and students who are teaching and studying the HKDSE Chemistry curriculum can use the developed materials.
Financial Year:
2022-23
Type:
TDG