The Impact of Junior High School Science Teachers' Professional Development on Beliefs a nd Practices of AI in Assessment

Authors

  • Kuan-Ying Chen Department of Science Education, National Taipei University of Education
  • Yu-Che Hsieh Department of Science Education, National Taipei University of Education
  • Chi-Shan Yu Department of Digital Technology Design, National Taipei University of Education
  • Ping-Lin Fan Department of Digital Technology Design, National Taipei University of Education
  • Ping-Han Cheng Department of Science Education, National Taipei University of Education

Keywords:

TeacherProfessionalDevelopment, TeacherProfessionalDevelopment; AIinAssessment; TeacherBeliefs; PISA2025; ScienceAssessment, AIinAssessment, TeacherBeliefs, PISA2025, ScienceAssessment

Abstract

International competency-based assessment has become a key indicator for evaluating the effectiveness of educational policies. PISA 2025 emphasizes decision-making and problem-solving, while AI offers potential to enhance teaching and science assessment. This study examined junior high school science teachers’ beliefs about AI in assessment and their willingness to adopt it through a professional development program. Thirty science teachers participated in a three-hour workshop. Research results indicated a significant increase in teachers’ recognition of AI as a learning tool (AILT), demonstrating the effectiveness of the workshop in deepening teachers’ understanding and application of AI in science assessment. The findings affirm the potential of AI in science education assessment and offer valuable insights for future educational policy and professional development initiatives.

Downloads

Published

2025-06-06

Issue

Vol. 2025 (2025): GCCCE 2025 Workshop Proceedings

Section

文章