Study On Classroom Teaching Assessment Literacy Of Teachers In Secondary Vocational School

High quality classroom teaching assessment activity is the key to promote the secondary vocational school professional teaching.As the implementers of classroom teaching assessment,secondary vocational teachers have to improve their own assessment literacy to carry out the valuable classroom assessment activities.Nowadays,many secondary vocational teachers' classroom teaching assessment quality level is uneven however,presents a lot of problems.Investigate the root cause is because the link to cultivate teachers for omissions.So to explore its connotation and cultivating mode is a priority.This move conforms with the secondary vocational teachers' professional assessment requirements in terms of curriculum revolution and assessment paradigm shift.It meets the real needs of teachers to carry out the "meaningful assessment" of the secondary vocational school teachers in this high speed development of vocational education environment.It narrows the gap between the assessment reality and the “ought to be”.It also complies with the needs of enriching the teacher evaluation theory.The paper discusses the requirement,connotation and training methods of secondary vocational teachers' classroom teaching assessment by using research methods like literature research,investigation,case study and so on.First and foremost,during the requirement analysis progress,it must rely on the reality inspection of the secondary teacher classroom teaching assessment.Through the theoretical and empirical analysis,we get the fact that assessment literacy of secondary vocational teachers' classroom teaching is deficient,by which we need to reconsider its value.At the same time,the author anatomizes the major units of vocational education teachers' training curriculum system,which makes teachers' training curriculum system problem clear,fully connects the necessary relationship between assessment literacy deficiency and unreasonable curriculum setting,and analyses the reason that how the assessment literacy lacks.Second,by referring to some domestic and overseas research results,from the view of theory,it analyses the elements dimension,process dimension,and evaluation contents dimension of assessment literacy from the view of theoretical category.It attempt to explain the quality of classroom teaching assessment of the secondary vocational school teachers from some different perspectives.Last but not least,his paper utilizes the method of systematic work process theory to integrate assessment and professional courses,as well as the curriculum model of "curriculum + situation ".Its aim is to achieve the purpose of improving the assessment literacy of classroom teaching for secondary vocational teachers.