An Empirical Research On Classroom Assessment Knowledge Of Primary And Middle School Teachers And Its Origin

As the core element to evaluate teachers’ capability, the classroom assessment knowledge hasan irresistible status and impact on improving learning and teaching. However, in actual implement,the lack of classroom assessment knowledge is universally seen. This study is mainly to helpimproving the classroom assessment knowledge. For this purpose, We have studied two basicproblems based on the current situation: What classroom assessment knowledge have the teacherspossessed? What are the sources?Based on the papers and experiences,“The Questionnaire of the Classroom AssessmentKnowledge in Primary and Middle School” has passed the trial test, attaining relatively highreliability and validity.908teachers from20stated-owned primary and middle schools in fourdifferent regions have participated the survey, and by random selecting,8teachers wereinterviewed. The following conclusion is summed up:The overall level of classroom assessment knowledge in primary and middle school is nothigh, the interior structure of the knowledge is imbalanced, and the level of the capability toevaluate moral knowledge is quite low. Different teacher groups’ capability varies, specifically, thefemale teachers’ level of classroom assessment knowledge is higher than male teachers’, primaryschool teachers’ better than middle school teachers’, teachers who have11-20years’ experience inteaching are better than the others, the downtown teachers are better than the rural towns’, and theteachers in charge of a class are better than the others.The classroom assessment knowledge was influenced by teachers’ education background, pre-service training and in-service experience to varying degrees. In-career period contributes the most,in which self-teaching and daily communication are mostly adopted, course training andprofessional activities contribute remarkably. The pre-career education improve the knowledge inrelative high degree, in which individual reading and educational teaching courses are mostlyadopted and contributed. The education experience gained during primary and middle school haslittle influence on the improvement of classroom assessment knowledge.Based on the above conclusion, there are some professional suggestions to propose:optimizing the construction of classroom assessment knowledge, emphasizing on the balance ofthe knowledge construction, and to promote the learning and improvement of the classroom assessment knowledge through the integrative development of learning and teaching, last but notthe least, schools shall develop its own classroom assessment knowledge.