Abstract:

This project aims to develop pre-service science teachers’ assessment literacy by engaging them in the development of an online open platform that fosters virtual learning, teaching and assessment of the Hong Kong Diploma of Secondary Education (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.

Project participants developed their assessment literacy in practice. They developed high quality multiple-choice questions (MCQs) with reference to the HKDSE Chemistry curriculum. Each MCQ was set with a specific learning objective and accompanied with written feedback for each of the distractors to induce learner’s conceptual change and metacognition. Furthermore, project participants developed short teaching videos to explain the concepts involved in the selected MCQs. Finally, the project developed an online open platform which include all the MCQs, feedbacks and videos.

In the presentation, I will present to you how the project participants develop their knowledge and understanding of assessment, conceptual change, and metacognition through their active participation in a series of workshops. Second, project participants will share how their assessment literacy had been developed through a mentorship scheme. Finally, I will show you the examples of high-quality multiple-choice questions with written feedback that are developed by the project participants.

Keywords:

Alternative conception, Assessment literacy, Diagnostic assessment, Metacognition, Chemistry education.