In-Service Science Teachers’ Approaches to Assessment in Model-Based Teaching

While model-based teaching (MBT) has been recognized as a promising instructional approach in science education, few studies have examined how in-service science teachers enact assessment in relation to students’ modeling practices. This qualitative, multi-case study investigates the assessment literacy of five secondary teachers within the context of MBT, drawing on data collected before and after their participation in an online professional development course on MBT (OPDC). Data were collected over three months through classroom observations, semi-structured interviews, and teacher-generated assessments. Lessons were recorded, transcribed, and analyzed using an assessment literacy framework comprising eight domains. Findings revealed three patterns of teachers’ enacted assessment literacy in MBT (ALMBT), ranging from verification-oriented assessment focused on correctness to inquiry-oriented assessment that supported model evaluation and revision aligned with the GEM cycle: (1) Gabriel and Lisa, whose practices reflected a foundational, verification-oriented approach focused on content accuracy; (2) James and Eliana, who demonstrated transitional assessment literacy and showed limited implementation of modeling in the classroom; and (3) Samantha, who exhibited an advanced, inquiry-oriented approach aligned with the Generate—Evaluate—Modify (GEM) cycle. The study contributes to understanding how assessment literacy in MBT (ALMBT) develops among in-service teachers and highlights the need for sustained professional development that links modeling, feedback, and inquiry-based assessment practices.