A Study On Junior High School Teachers' Classroom Assessment Literacy

Since implement the reform of the new curriculum,China has reformed in the assessment of students' academic performance.In order to promote the all-round development of students and implement the quality education,the academic performance mainly involve in the content of the content of assessment have become increasingly comprehensive,the methods of assessment have become more various and the subjects of assessment have become even more diverse.And then the new transformation of the concept of students' academic assessment has put forward new requirements for teachers.The literacy of teachers' classroom assessment has become one of the core contents of teachers' professional standards.The role of teachers has changed in a way that at the beginning,teachers are outside from the students' academic assessment,while these teachers have currently become the main body of students' academic assessment.And teachers have become the core promoters of the education assessment reform.The assessment practice of the teachers in the daily classroom has become the focus of researchers.Studies have shown that high-quality classroom assessment could significantly improve students' academic performance,learning motivation,self-regulation ability,social ability and positive emotions;while low-quality classroom assessment would bring opposite affects.However,there are still many problems in the current classroom assessment practice.Among them,“teachers' lack of classroom assessment knowledge”,“teachers' weakness of classroom assessment skills”,and “teachers' classroom assessment attitude is not correct” are quite serious.Therefore,how to improve teachers' classroom assessment literacy is an urgent problem waiting to be solved by curriculum and teaching researchers.The so-called teachers' classroom assessment literacy refers to the integration of knowledge,skills,attitudes and value orientations that teachers utilize to evaluate students' learning processes and outcomes by using multiple assessment methods during the classroom context.This study refers to “Teacher Teaching Assessment Literacy Umbrella-like Frame”,“Teacher Assessment Literacy Iceberg Structure Model”,“Pyramid-like Teacher Classroom Assessment Literacy Conceptual Framework”,“Teacher Literacy Theoretical Model” of the Association of Teacher educators and “Literacy Model” of the European Council,aiming to construct a structural framework of teachers' classroom assessment literacy which is suitable for China's national conditions,and develops assessment tools for teachers' classroom assessment literacy.Then,with the questionnaire method,observation method and interview method adopted,the relevant problems in the junior high school teachers' classroom assessment literacy are explored and studied.The main findings are as follows:Firstly,the structure model of teachers' classroom assessment literacy is constructed.This model is mainly composed of four dimensions including teachers' classroom assessment knowledge,teachers' classroom assessment skills,teachers' classroom assessment attitude and teachers' classroom assessment value orientation.The teachers' classroom assessment knowledge dimension includes two sub-dimensions covering the theoretical knowledge of teachers' classroom assessment and the practice knowledge of teachers' classroom assessment;The teachers' classroom assessment skill dimension includes four sub-dimensions including the design skills of teachers' classroom assessment,the implementation skills of teachers' classroom assessment,the feedback skills of teacher classroom assessment as well as the reflective skills of teachers' classroom assessment.And the attitudes of teachers' classroom assessment are mainly composed of the attitude of teachers in the classroom assessment,the teachers' attitude towards students in classroom assessment and teachers' attitude towards knowledge acquisition in classroom assessment;Teachers' classroom assessment value orientation dimension includes teachers' prominence to the development of classroom assessment,teachers' attention to the comprehensiveness of classroom assessment and teachers' emphasis on the fairness of classroom assessment.Secondly,based on the self-constructed teachers' classroom assessment literacy structure model,the research prepare the assessment tools of teachers' classroom assessment literacy through expert consultation,teacher interviews,classroom observation and questionnaire survey.Finally,the questionnaire for teachers' classroom assessment literacy,an observation outline for teachers' classroom assessment literacy,and an interview outline for teachers' classroom assessment literacy were formed.Thirdly,the research by use of self-developed teachers' classroom assessment literacy assessment tools to understand the situation of junior high school teachers' classroom assessment literacy.The results reflected that the classroom assessment literacy of junior high school teachers in China were at a medium-to-high level,and there were significant differences in the distribution characteristics of grade,professional type,teaching age and professional title.In response to these differences,the study explored the relevant reasons and put forward corresponding recommendations.Fourthly,this research construct the research framework of teachers' classroom assessment literacy influencing factors on the basis of empirical investigation and literature analysis.The questionnaire survey and teacher interview methods which was framed on the basis of research framework were used to examine the influence of classroom-level,school-level and off-campus level factors on junior high school teachers' assessment literacy.The results showed that classroom-level factors,school-level factors and off-campus level factors have a predictive effect on the junior high school teacher's classroom assessment literacy.Fifthly,on the basis of empirical investigation,it is found that there are some shortcomings and problems in the current teachers' classroom assessment literacy.Targeted and operative improvement strategies were proposed to deal with these problems.The country,schools,teachers,students,students' parents,etc.shall make joint efforts to improve the classroom assessment literacy of teachers.