Science Teachers' Approach to Contemporary Assessment with a Reading Literacy Emphasis

Y

14

Science Teachers; Evaluation Methods; Artificial Intelligence; Distance Education; Pandemics; COVID-19; Technology Integration; Literacy; Foreign Countries; Elementary School Teachers; Secondary School Teachers; Teaching Methods; Reading Achievement; Technology Uses in Education

1648-3898
2538-7138

In a sample of 1215 teachers, this study examined the readiness of science educators for assessment in the rapidly evolving landscape of artificial intelligence in education. Participants responded to an online questionnaire during the emergency remote teaching phase, offering insights into the frequency and nature of assessment methods utilized. The research draws a connection between assessment techniques during remote teaching and the emergence of AI in education. The results show that the selected assessment methods vary across teachers, with some specific differences observed in the assessment practices of science teachers. The study underscores the critical role of reading literacy in enhancing student engagement in contemporary learning environments. Moreover, the findings suggest that continuous professional development significantly improves the readiness of (science) teachers for AI-enhanced assessment. Drawing from these insights, recommendations for subsequent research are delineated.

As Provided

2024

EJ1409632