Energy Literacy of Secondary Students in Taiwan: A Computer-based Assessment

Energy literacy is multidimensional, comprising broad content knowledge as well as affect and behavior. Our previous study has developed a framework for energy education through literature analysis and collation of expert opinions [1]. The framework comprises four dimensions: energy concepts, reasoning on energy issues, low-carbon lifestyle, and civic responsibility for a sustainable society. The design of the test items is referred to the PISA's format, and then converted into a computer-based assessment. Various types of question items (e.g. cluster true-false, multiple choice, and short answer questions) are organized in groups under a multimedia material (eg., image, short video, and animation) that require students to construct responses and make judgments in a contextualized task. This assessment has been used for field study with a sample of 686 middle and high school students. Results indicate examinees have higher confident and acceptance of the test and complete the assessment in the time of testing. Results show that there are significant differences between groups of 7th and 11th graders on the performance of energy literacy. The 11th graders gain higher scores on three dimensions of energy literacy (energy concepts, reasoning on energy issues, and low-carbon lifestyle) than the 7th graders. Data generated from this computer-based test has a good fit of model and provides empirical evidence to evaluate the validity of the assessment framework of energy literacy for secondary school students. Implications of these findings for promotion of energy education with energy literacy are discussed.