Investigating Chemistry Teachers’ Assessment Knowledge via a Rubric for Self-Developed Tasks in a Food and Sustainability Context
Bibliographic Data
| ID | 22045452 |
|---|---|
| Authors | Roee Peretz (0000-0001-6450-3705, Technion – Israel Institute of Technology, corresponding author), Dov Dori (0000-0002-2393-3124, Technion – Israel Institute of Technology), Yehudit Judy Dori (0000-0001-7775-5872, Technion – Israel Institute of Technology) |
| Year | 2023 |
| Volume | 13 |
| Issue | 3 |
| Pages | 308 |
| Publication date | 2023-03-15 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci13030308 |
| OpenAlex | W4324359908 |
| Language | EN |
| Citations received | 1 |
| References cited | 52 |
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
Mathematics education · Pedagogy · Qualitative research · Rubric · Sociology · Computer Science · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology · Science Education and Pedagogy
Translating Sustainable Development Goal (SDG) Interdependencies into Policy Advice
The meaning of ‘relevance’ in science education and its implications for the science curriculum
Why Open-Ended Survey Questions Are Unlikely to Support Rigorous Qualitative Insights
Deciphering the scientific literature on SDG interactions
The use of scoring rubrics for formative assessment purposes revisited
Strategies for ensuring trustworthiness in qualitative research projects
Planetary boundaries
Teaching on video as an instructional strategy to reduce confirmation bias—a pre-registered study
Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK)
Systems thinking for education about the molecular basis of sustainability
Towards systemic and contextual priority setting for implementing the 2030 Agenda
Teachers' personal practical knowledge on the professional knowledge landscape
Is it possible to achieve a good life for all within planetary boundaries
Professional Development and Teacher Learning
Knowledge and Teaching
Criteria for assessing the trustworthiness of naturalistic inquiries
On the Nature of "Context" in Chemical Education
Content Knowledge for Teaching
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |