روناک سهرابی

  Abstract Research Title: Developing a Conceptual Model and Building a Tool to Measure Teachers’ Awareness of Formative Assessment: A Mixed-Use Study The complexities of knowledge acquisition and its application in formative assessment require sophisticated tools that go beyond traditional methods. New tools should consider new strategies for formative assessment. Creating robust tools can help standardize practices, increase teacher literacy, and ultimately improve student learning outcomes. This study redefined and applied Marzano and Kendall’s classification of educational goals in the field of formative assessment to develop a new tool that encompasses different dimensions of formative assessment and traditional and modern formative assessment strategies. The conceptual model was culturally and contextually adapted to the concepts of the Quran, Hadith, and the worldview of the Supreme Leader (Ali Khamenei). To explain the new Marzano and Kendall classification and to explain the leveling of teachers' awareness of the Wigg classification in knowledge internalization, Perplexity artificial intelligence was used, and a conceptual model was drawn with Monica artificial intelligence. An online questionnaire was developed with the Pressline site, the tool was distributed through the Yes and Eta messengers, and data analysis was performed with R,   , and Excel software. The tool was validated with exploratory and confirmatory factor analysis methods, and test parameters were calculated with different models of unidimensional and multidimensional question-answer theory. The components of the conceptual model of formative evaluation are: knowledge presentation, cognitive system (retrieval, comprehension, analysis, exploitation of knowledge), metacognition, personal system thinking, traditional and modern formative evaluation strategies. Teachers' awareness levels for knowledge internalization are: unaware, beginner, advanced beginner, competent practitioner, skilled practitioner, expert, stagnant professional, master, and grand master. The result of the study was the construction of a tool to measure teachers' awareness of formative evaluation with ۲۸ questions that include six components of the conceptual model. The Cronbach's alpha of the entire construct is ۰.۷۹ and is acceptable. The tool has a poor fit in confirmatory factor analysis and its fit was improved by modifying the model. On the other hand, in different UIRT models, the ۳PL model had a better fit with the test questions. Among the different MIRT models, the M۲PL model had a better fit with the test. Keywords: Teachers' awareness, formative evaluation