A Survey Of The Assessment Quality Of High School English Teachers Under The Integrated Of Teaching,learning And Assessment

With the reformation in the field of education surging,the field of education evaluation is also facing great changes.With the educational paradigm gradually transforming and the assessment concept updating,the role of teachers’ assessment literacy is even important.The English Curriculum Standards for senior high Schools issued in2017 clearly put forward the concept of integration of "teaching,learning and assessment",and pointed out that it should be regarded as the basic way to achieve the cultivation goal of core English literacy.The General Plan for Deepening the Reform of Educational Assessment in the New Era,released in October 2020,lists both teacher evaluation and student evaluation as key tasks of reform.The evaluation reform in the new era requires teachers to update evaluation concept according to the requirements of the times.At the same time,the integration of "teaching,learning and assessment" also puts forward new requirements for teachers’ assessment literacy.Based on the theory of developmental evaluation theory,teacher professional development theory,reverse instructional design theory,by a survey for high school English teacher from 6 high schools in Harbin,through research method of questionnaire survey and interview,the research questions this study focuses on can be concluded as follows: 1.How does the integrated concept of "teaching-learning-evaluation" embodied in the assessment literacy of high school English teachers? 2.What are the factors that may affect the embodiment of integration of "teaching-learning-assessment" in the assessment literacy of high school English teachers in assessment attitude and assessment knowledge respectively? 3.How to promote the embodiment of the integration of "teaching-learning-assessment " concept in the assessment literacy of high school English teachers? After the investment and analysis,from the view of integration of “teaching,learning and evaluation”,high school English teachers perform well in both assessment attitude(M=3.86)and assessment knowledge(M=3.43),but the level of assessment knowledge is a little lower than assessment attitude.From the aspect of teachers’ background information,gender and professional title of teachers have no influence on teachers’ assessment attitude(P>0.05)or assessment knowledge(P>0.05),teachers’ educational background(P<0.05)and the school they work in have influence on both teachers’ assessment attitude(P<0.05)and assessment knowledge(P<0.05).Teaching years and whether graduated from education major and has influence on teacher’ assessment attitude(P<0.05),but has no influence on teachers’ assessment knowledge(P>0.05).From the aspect of teachers’ assessment experience,post-service and project participation have positive influence on teachers’ assessment attitude(P<0.05),but have no obvious influence on assessment knowledge(P>0.05).Self-study has positive influence both on teachers’ assessment attitude(P<0.05)and assessment knowledge(P<0.05),while pre-service training has no obvious influence on both of them(P>0.05).At the same time,connecting with external influencing factors’ effect on teacher assessment literacy under “teaching,learning and evaluation”,this study puts forward suggestions to promote the integration of “teaching,learning and evaluation” in the assessment literacy of senior high school teacher from perspectives of social,school and teacher individual.