Exploring the pre-service and in-service teachers' assessment literacy and self-efficacy about assessment literacy

In this study utilizing the survey method, pre-service and in-service science, elementary and pre-school teachers' assessment literacy and self-efficacy about assessment literacy were investigated. 108 science teachers (N=36), elementary teachers (N=36), pre-school teachers (N=36) and 105 4th grade pre-service science teachers in the Department of Science Education Program (N=35), Elementary Teacher Education Program (N=35) and Pre-School Teacher Education Program (N=35) in Faculty of Education during 2015-2016 academic year participated in this study. The teachers and pre-service teachers' assessment literacy and self-efficacy about assessment literacy were investigated using the quantitative and qualitative data analysis. The questionnaires and semi-structured individual interviews used to define the teachers and pre-service teachers' assessment literacy and self-efficacy about assessment literacy. Interview questions were prepared in parallel with questionnaires. Multivariate Analysis of Variance (MANOVA) was used to evaluate the data obtained from the result of this study in order to investigate the teachers and pre-service teachers' assessment literacy and self-efficacy about assessment literacy. Kruskal Wallis and Mann Whitney U Test that are non-parametric tests were also used to compare the differences on the levels of assessment literacy and self-efficacy about assessment literacy between the 0-5 year-teachers and 5-10 year-teachers. The statistical analyses of data revealed that there were statistically significance differences among the pre-service science, elementary and pre-school teachers as regards to the levels of assessment literacy and self-efficacy about assessment literacy (Wilks Lambda=0.000; p<0.05). The analysis also showed that the pre-service elementary teachers were statistically better than pre-service science and pre-school teachers as regards to the levels of assessment literacy and self-efficacy about assessment literacy (p<0.001). The statistical analyses of data revealed that there were statistically significance differences among the science, elementary and pre-school teachers as regards to the levels of assessment literacy and self-efficacy about assessment literacy (Wilks Lambda=0.000; p<0.05). At the same time, the analysis showed that the elementary teachers were statistically better than science and pre-school teachers as regards to the levels of assessment literacy and self-efficacy about assessment literacy (p<0.001). The non-parametric test results showed that there were significant differences between science teachers-elementary teachers and science teachers-pre-school teachers having 0-5 years teaching experience (p<0,05), while there was no significant differences between elementary teachers and pre-school teachers (p>0,05). Also, the analysis indicated that there were significant differences between science teachers-elementary teachers and science teachers-pre-school teachers having 5-10 years teaching experience (p<0,05), while there was no significant differences between elementary teachers and pre-school teachers (p>0,05). Additionally, the findings obtained from individual interviews indicated that pre-service and in-service science teachers were better than both pre-service/in-service elementary and pre-school teachers as regards to the levels of assessment literacy and self-efficacy about assessment literacy. The analysis also showed that pre-service and in-service pre-school teachers' levels of assessment literacy and self-efficacy about assessment literacy were lover when compared to the other pre-service and in-service teachers.