The relationship between science teachers’ assessment practices in model-based teaching, their beliefs about models and their educational experiences

Abstract Grounded in teacher assessment literacy, this study examines how in-service science teachers (ISTs) in Chile relate their beliefs about models and their educational experiences to their self-reported assessment practices in model-based teaching (MBT). Drawing on a previously developed dataset, we analyzed responses from 386 middle and secondary science teachers who completed the Questionnaire of Assessment Literacy in Model-Based Teaching (QALMBT-Modeling). Whereas prior work focused on the initial validation of this instrument, the present study used linear regression to examine whether teachers’ epistemic beliefs about scientific models, formal assessment coursework, disciplinary preparation, and years of teaching experience were statistically associated with their self-reported MBT assessment practices. Results indicated that all four variables were positively and significantly associated with reported assessment practices; however, the model explained only a modest proportion of variance. The strongest association was observed for teachers’ epistemic beliefs about scientific models, suggesting that teachers who view models as dynamic, explanatory, and revisable tools tend to report more frequent use of model-focused assessment practices. Assessment coursework and disciplinary preparation were also positively associated with reported assessment practices, while teaching experience showed a smaller positive association. Given the cross-sectional design, modest explained variance, and reliance on self-reported data, the findings should be interpreted as exploratory evidence of statistical associations, rather than causal or predictive relationships. Overall, the study provides preliminary and bounded evidence that teachers’ epistemic beliefs and professional preparation may be relevant to understanding variation in reported assessment practices in MBT.