A Study On Secondary School Teachers’ Teaching Assessment Literacy

With the development of curriculum reform of basic education, there are some important changes happening in the area of education assessment, such as:the society and people have more expectations on the teachers, and the teachers also need to take more responsibilities. In the past, the education resources are limited, the assessment became one of the main tools that used to divide the education resources, its function was mainly focused on the score and grade, while the purpose was to let only the best students enjoying better education. Nowadays, the assessment is not just only focused on the students’ classification, but also need to help all students to achieve the study goal. This change means the teachers need to re-study the assessment in the teaching practice, the assessment is no longer just used to score and grade the students, it also can be used to inspire the students’ study confident, study motivation and the study potential capability.The assessment of teachers exists in the teaching practice, it’s the main composing element to make the teaching practice functioning smoothly. The teachers, as the designer and operator of the assessment, play a very important role in the process of assessment, and also need to take more important responsibilities. So teachers must own corresponding professional literacy and assess ability, then can use the assessment to improve the teaching efficiently and promote the students’ study and development. The capacity which the teachers need to own with assessment in the teaching practice, include the right knowledge of assessment, the awareness of assess actively, the study of assessment knowledge, the reasonable application of assessment skills, which can be taken as the definition of the teacher Teaching Assessment Literacy in this dissertation.The issue of teaching assessment co-exists with the development of teaching, however based on the current condition of China, the focus discussion which roots from the teaching practice is not available, so the author think, with more and more people are awaring that the Teaching Assessment Literacy is the key element to improve the quality of teaching, it’s necessary to build the theory and research of the teaching practice for it. Accordingly, this dissertation will research on how to build the Teaching Assessment Literacy in the teaching practice process and the related development issues.First of all, based on the combination of the theory and practice to construct the teacher assessment literacy and research framework. From the theory, the teaching assessment theory and the teaching development theory have great influence on teachers’ assessment conception’s literacy and assessment action, so the theory of the Teacher Assessment Literacy will be built based on the two theories mentioned above. To research the theory of how to take effect in practice, on the one hand, the Teacher Assessment Literacy is divided into4elements as assessment attitude, assessment awareness, assessment knowledge, assessment skill; on the other hand, the teaching process is divided into the before-teaching, the teaching, the post-teaching, and from these3stages do some extraction work about the psychological feature and behavior feature about the Teachers’ Teaching Assessment Literacy, prepare for the design of practical research.Secondly, the measure tools are designed and developed which used to research the current situation of China Secondary School teachers’Teaching Assessment Literacy. The author, with the document study, interview, open-ended questions, and the reliability and validity detection, to finalizes the The survey questionnaire of China Secondary School Teachers’Teaching Assessment Literacy. All of the3918teachers from47middle schools in China joined the research by finishing this survey questionnaire, from the final parse results we can draw the following conclusions:Firstly, the4composing elements of the Teacher Assessment Literacy show the different levels and behaviors, for the teacher, the master of assessment skill is better than the psychological acknowledge; Secondly, under different areas, different individual backgrounds, different workspaces, the Teacher Assessment Literacy exists a big difference; Thirdly, the factors which affect the Teacher Assessment Literacy have two parts:the external factors and the internal factors, to research the affecting level of each factor will help teachers to overcome or make use of it to develop the Teacher Assessment Literacy. Finally, combine with the parse results from the investigation research, to resolve the issues and puzzles which the teachers meets in the process of implement assessment, author discuss it from3aspects such as:country aspect, school aspect and teacher personal aspect. Firstly, from the country aspect, need to improve the assessment system and policy, which is the guarantee to promote the Teachers’Teaching Assessment Literacy; Secondly, from the school aspect, need to build the assessment culture environment, need to build the "hard environment" and "soft environment(culture environment)" in campus, also need provide the assessment train for teachers; At last, from the teacher personal aspect, need to improve teachers’ assessment practice, mainly include, wake up the teachers’assessment awareness, help teachers to build up the right assessment attitude, provide the teachers assessment knowledge, make instructions to the teachers about the operation of the assessment skills, and combine with above suggestion to help the teachers to make the reasonable assessment decision, help the teachers to promote the level of their teaching assessment from teaching practice.