Share Paper: A Study on Chinese STEM Teachers Assessment Literacy

1. Cong Shen, East China Normal University, China

Abstract: Since the measurement in previous research for teachers’ assessment literacy(AL) lacks performance data, a questionnaire and an in-depth interview framework were designed to comprehensively understand the overall status of STEM teachers' AL in China, and a teaching plan rubric was also developed for further analysis. Results show that the teachers have high assessment awareness, but the design of assessment rubrics lacks validity and standardization. They cannot effectively use assessment results to personalize instruction and improve teaching.