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July 26, 2026Disciplinary and Interdisciplinary Science Education ResearchOpen Access

The relationship between science teachers’ assessment practices in model-based teaching, their beliefs about models and their educational experiences

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Authors

AGAlexis González-DonosoUniversity of British Columbia

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Implication

Randomized trial examines the relationship between science teachers' beliefs and assessment practices in model-based teaching, suggesting educational preparation influences outcomes.

Key Points

  • This study examines how science teachers' beliefs about models and their educational experiences relate to their assessment practices in model-based teaching.
  • Analyzed responses from 386 in-service science teachers in Chile using the Questionnaire of Assessment Literacy in Model-Based Teaching (QALMBT-Modeling)
  • Employed linear regression to assess the relationship between teachers’ beliefs, assessment coursework, disciplinary preparation, and teaching experience with assessment practices.
  • All four variables (epistemic beliefs, assessment coursework, disciplinary preparation, teaching experience) were positively associated with assessment practices; however, the model explained a modest proportion of variance.
  • Teachers who view models as dynamic tools reported more frequent use of model-focused assessment practices, highlighting the importance of epistemic beliefs.
  • Assessment coursework and disciplinary preparation also showed positive associations, while teaching experience had a smaller effect.

Cite This Study

Alexis González-Donoso (2026) studied this question.

synapsesocial.com/papers/6a65a890d3aea3239cd78d82https://doi.org/10.1186/s43031-026-00169-9
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Also Consider

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