Teachers' Classroom Assessment Knowledge Of Three-dimensional Construct

The knowledge of classroom assessment looks like an invisible hand influencing the teacher's instruction behavior including the classroom assessment. The ways of understanding, mastering and using it inherently change the teacher's instruction behavior and the results of it. Anyway, understanding and mastering the knowledge of classroom assessment can help the teacher make their classroom assessment more reasonable and exert the best instruction function of the knowledge of classroom assessment. This article consisted of four parts:This article constructed an ideal model of the teacher's knowledge of classroom assessment around the following dimensions, knowledge's essence, representations and valid areas using the ways of logical thinking and autobiography. On the basis of the 3-dimension knowledge model, we reflected on the autobiography of classroom assessment in the senior school and rethought about the teacher's classroom assessment knowledge. We tried to describe the reasonable and systematic development of the teacher's knowledge of classroom assessment and presented the distinctive classification and the teacher's pursuit of value in the classroom assessment in order to get the further insight of the classroom assessment.We concluded that the teacher's knowledge of classroom assessment was formed in their true classroom assessment activities and was developed among the three logical dimensions. It was a process from the illegibility to the indeterminacy and the absolutism to the relativity. The deepest revelation of the research of classroom assessment knowledge was that the true classroom assessment knowledge must exist in the teacher's classroom assessment activities, which was the practical wisdom of the teacher's classroom assessment.