Systematic Review of Scientific Literacy Assessment Tools in Science Education
Keywords:
Scientific literacy, systematic review, assessment instruments, PISA, TOSLS, science educationAbstract
Scientific literacy is widely recognized as a central goal of science education worldwide, serving as a foundation for informed decision-making and civic engagement in an increasingly complex and technology-driven society. This study presents a systematic literature review aimed at identifying prevailing trends, theoretical frameworks, and methodological approaches in the development of scientific literacy assessment instruments. A total of peer-reviewed studies were analyzed to examine how scientific literacy is conceptualized and operationalized across different educational contexts. Findings reveal a significant shift in the field, from the construction of original, context-specific frameworks toward the adoption and adaptation of established models, particularly the Programme for International Student Assessment (PISA) and the Test of Scientific Literacy Skills (TOSLS). These frameworks have become dominant due to their comprehensive structure and international recognition, offering a standardized basis for assessment development. However, the study also highlights ongoing efforts to adapt these models to diverse educational levels, cultural contexts, and disciplinary topics. Overall, the results suggest a growing balance between standardization and contextualization in scientific literacy assessment research, reflecting its evolving nature as both a global and locally responsive construct.
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Copyright (c) 2026 Maria Luralyn G. Rodulfo (Author)
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