Teachers' Assessment Literacy And Assessment Self-efficacy

Assessment literacy is a new paradigm for the cultivation of teachers' assessment competence,which is supported by many mature theories and practical experience abroad.However,due to the background of the long-term standardized examinations in China,Chinese teachers tend to rely on traditional assessment methods like summative tests and scores.As the response to the guidelines of the Ministry of Education for the improvement of teachers' qualities in the new era,teachers' assessment literacy is becoming increasingly important.Moreover,the qualitative studies abroad deduce that teachers' assessment literacy influences the assessment self-efficacy,which largely has an impact on the effect of assessment activities.Considering the two aspects,the researcher applies the quantitative method to explore the impact of Chinese teachers' assessment literacy on the assessment self-efficacy.And this study makes local modification of comparatively mature English assessment literacy test and assessment self-efficacy questionnaire.The researcher also invites 312 in-service teachers from primary school,middle school and high school in Shanghai to participate in the online survey.In this way,the study obtains the background information,assessment selfefficacy and assessment literacy of different teachers.Through data analysis,it is concluded that the overall assessment self-efficacy of public school teachers is relatively high(Mean = 55),while their assessment literacy is low(Mean = 13.32).Besides,there is a significant outcome that the teachers' assessment literacy influences their assessment self-efficacy.Specifically,the combination of Dimension 1 Choosing assessment methods,Dimension 2 Developing assessment and Dimension 5 Developing grading procedures of assessment literacy has a significant influence on the efficacy(F =.3.112,p =.021).Additionally,from the perspective of teachers' backgrounds,it finds that the assessment literacy of the middle school teachers has a significant influence on the assessment self-efficacy(F = 2.005,p =.031).Moreover,from the perspective of disciplines,mathematics teachers are the only group whose assessment literacy has significant influences on the assessment self-efficacy(F =3.108,p =.002).Lastly,for teachers under three in-service years(F = 2.253,p =.050)and experienced teachers above twenty in-service years(F = 1.731,p =.049),their assessment literacy has significant influences on the assessment self-efficacy as well.Accordingly,this study puts forward some suggestions on the improvement of teachers' assessment self-efficacy and the subsequent research or cultivation of their assessment literacy.Firstly,we can focus on enhancing the assessment literacy of inservice teachers.In particular,it fosters teachers' active awareness of reviewing assessment process,emphasizes the innovation and dominance of teachers in the assessment design procedures,and the use of dynamic perspectives to optimize the evaluation process,and ultimately enhances teachers' assessment literacy and assessment self-efficacy,thus forming a virtuous circle.In addition,for teachers with different backgrounds,the focus of training could also be adjusted that middle school teachers,especially mathematics teachers,could focus on strengthening assessment literacy.For novice teachers with a working experience under 3 years,they could be focused on the cultivation of abilities in all dimensions of assessment literacy;for experienced teachers,they need to transform their inherent assessment competences to meet the novel requirements of assessment reform in the new era.