The Application of Project-Based Learning to Improve Students’ Assessment Literacy in the Course on the Assessment of Chemistry Learning Processes and Outcomes

Abstract

Assessment literacy is an essential competency for prospective teacher students because it relates to the ability to understand, select, develop, apply, and interpret learning assessments. However, assessment instruction still needs to provide experiences that allow students to directly connect concepts with assessment practices. This study aims to analyze improvements in students’ assessment literacy through the implementation of Project-Based Learning in the course Assessment of the chemistry learning process and outcomes. The study employed a quantitative approach with a one-group pretest-posttest pre-experimental design. The research subjects were 20 Chemistry Education students from the Regular B class at the University of Jambi. Assessment literacy was measured using a case-based test covering aspects of conceptual understanding, selection of assessment methods, analysis of assessment instruments, interpretation of assessment results, and decision-making. Data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, and a paired-samples t-test. Based on the assessment literacy data obtained, the average score increased from 70.5 on the pretest to 88.5 on the posttest. The results of the paired-samples t-test showed a significant difference with a p-value of 0.000. These results indicate an improvement in students’ assessment literacy following the implementation of Project-Based Learning through the design, presentation, evaluation, and revision of chemistry learning assessment packages