An Investigation Of Junior High School English Teachers’ Classroom Assessment Literacy Under The Core Competency

With the introduction and implementation of core competency,the curriculum reform in the new era puts forward new requirements for course and teaching,and has higher requirements for assessment.Classroom teaching is the main front of the implementation of assessment activities.As the promoter of students’ development,teachers’ assessment of students directly affects the direction and degree of students’ development in all aspects,this presents a new challenge for teachers’ classroom assessment literacy.Although there are many researches on the assessment literacy of teachers in our country,there are relatively few studies on the classroom assessment literacy of teachers in specific disciplines and stages.Therefore,this study aims to explore the current status of English teachers’ classroom assessment literacy in junior high schools and the relationship between various dimensions of English teachers’ classroom assessment literacy,and analyze the problems existing in English teachers’ classroom assessment literacy in junior high schools.This study takes 60 teachers of different grades in a middle school in Hohhot,Inner Mongolia as the research objects.Two research tools including questionnaires and interviews are used to obtain data,and the collected data are summarized and analyzed through SPSS25.0.In this context,this study raises the following research questions: 1.What is the status quo of the classroom assessment literacy of English teachers in junior high schools? 2.What is the relationship between the dimensions of classroom assessment literacy of junior high school English teachers?The research results show that: 1.The classroom assessment literacy of junior high school English teachers is at average level.Teachers possess rich classroom assessment experience and positive classroom assessment attitude.However,they are roughly short of classroom assessment knowledge and skill;2.Through the analysis of Pearson correlation coefficient,it can be seen that there is no correlation between teachers’ classroom assessment experience and classroom assessment knowledge and skill(Pearson correlation coefficient r=0.23<0.3),while there is a positive correlation between junior high school English teachers’ classroom assessment attitude and classroom assessment knowledge and skill(Pearson correlation coefficient r=0.33>0.3).The more positive teachers’ classroom assessment attitude is,the higher the level of classroom assessment knowledge and skill will be.In addition,through IndependentSamples T-Test and single factor variance analysis,there are significant differences in the classroom assessment knowledge and skill of teachers with different genders,educational degrees,teaching years and job titles.According to the research results,the author discusses how to cultivate and develop junior high school English teachers’ classroom assessment literacy under the background of curriculum reform based on subject core competency cultivation from three aspects of the government,the school and teachers,and puts forward concrete suggestions.Among them,the government is supposed to assume the oriented and normative responsibility,vigorously promote the test and assessment reform centered on competency,and balance the specific goals of core competency and the operability of evaluation.The school is expected to pay attention to the development demands of teachers’ classroom assessment literacy,and implements the practicality and operability of assessment training.Teachers themselves are supposed to give full play to their subjective initiative,activate assessment consciousness,and steadily promote the development of teachers’ classroom assessment literacy.