Validation study demonstrates a reliable chemistry literacy assessment for grades 9 to 11, highlighting actionable benchmarks for curriculum improvement.
Assessing students’ chemical literacy is necessary for improving instruction. Schools and regional education authorities require an effective, reliable, and easy-to-use measurement instrument for educational quality monitoring. This study defined a literacy-oriented chemistry achievement assessment framework and developed an assessment instrument for students in grades 9–11. The Rasch model was used to establish empirical evidence for the reliability and validity of the measures. Findings indicate that the instrument meets the requirements of standardized tests for reliability and validity. The Bookmark Method was used to define literacy-oriented chemistry achievement levels into excellent, advanced, proficient, and basic. The instrument can be used to assess students’ progress in literacy-oriented chemistry achievement from middle school to high school, informing regional education policies, accountability, and curriculum and instructional improvement.
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Li-na et al. (2026) studied this question.
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