The Causal Relationship of Factors Affecting of Developing Science Teachers’ Competency in Classroom Assessment
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Abstract
The purpose of this research was to study the causal relationship model of factors affecting the competency of learning assessment in the classroom of science teachers. The first part involved synthesizing documents and research, and interviewing three science teachers possessing high, medium and low levels of competencies in learning assessment, then collecting quantitative data by using 440 sets of questionnaires with science teachers as respondents, and analyzing data
by analyzing linear structural relationships with the M-Plus program. The results could be the causal relationship model of factors affecting the competency of learning assessment in the classroom of science teachers was consistent with empirical data. The development process, individual issues, development methods and organizational issues was the factors that affect the competency of learning assessment in the classroom of science teachers.
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