Evaluation Of Urban Literacy Survey Form High School English Teacher

With the implementation of the New Curriculum Standard of English in SeniorHigh School, the new evaluation criteria advocate formative assessment in the processof evaluating students. In order to promote students’ learning development and theimplementation of New Curriculum Standard, teachers are expected more than beforeto possess formative assessment literacy. After reviewing the related conceptions ofhigh school English teachers’ formative assessment literacy and the research on it athome and abroad, we take the framework which integrates the assessment attitude,knowledge and skills as the basis to survey high school English teachers’ formativeassessment literacy. All the high school English teachers and some students in XixiaCounty are selected as the subjects. Diverse ways are adopted to make the researchmore convincing, for example, classroom observation and questionnaire. The survey’spurpose is to find out the current situation of high school English teachers’ formativeassessment literacy in rural area.Through survey and data analysis, the research shows that the high schoolEnglish teachers’ formative assessment attitudes are very positive. They believe thatformative assessment is better than summative assessment for promoting students’development. Meanwhile, they can realize their inadequacy of assessment knowledgeand are willing to participate in the relevant training. Furthermore, as for assessmentknowledge, most of the teachers know the formative assessment purposes, assessmentcontents and assessment standards. However, they only have a scanty knowledge ofassessment concept and didn’t form the systematic knowledge system. At last, theirassessment kills also need be improved. For instance, the assessment means aremainly summative assessments, assessment methods are relatively simple, andassessment language is not specific and student-oriented and so on.High school English teachers’ low formative assessment literacy is caused by thefollowing reasons: the imperfection of formative assessment, such as the vagueness ofassessment purposes and the heaviness of assessment content; the guiding role of college entrance examination and summative assessment is ingrained; the challenge ofteachers themselves, for example, the teaching pressure and their own limitation; thedefects of education system, which doesn’t provide institutional guarantees forteachers’ assessment literacy.According to the problems of high school English teachers’ formativeassessment literacy in rural area, we get also inspiration: as for the assessmentattitudes, high school English teachers need to update their assessment concepts andcorrect their evaluation attitudes; as far as assessment knowledge is concerned, theeducational administrative departments should provide more training opportunitiesand help to ensure the implementation of formative assessment; in terms ofassessment skills, the high school English teachers should improve and enhancethemselves from the dimension of assessment subject, assessment content, assessmentmeans and assessment methods and so on.