Research On The Classroom Assessment Literacy Of Pre-Service English Teachers

With the educational paradigm shifting from "assessment of learning" toward "assessment for learning",learning,teaching and assessment would rather be seen as interconnected whole rather than split segments.Since the reform of English curriculum in China in 2001,the importance of classroom assessment has been highlighted,and teachers' classroom assessment literacy has gradually attracted the attention of scholars.At present,China's research in this area started late and both theoretical and practical research are insufficient.The research objects are mainly in-service teachers.The pre-service stage is the starting point of teacher professional development and plays an important role in classroom assessment literacy development.Therefore,it is of great theoretical and practical significance to explore the classroom assessment literacy of pre-service English teachers in China.Based on the reality of foreign language teaching and assessment,this study adopts the literature review,questionnaire and interview to investigate the current situation of pre-service English teachers' classroom assessment literacy.After defining the core concepts and combing the related literatures at home and abroad,this study constructs a teachers' classroom assessment literacy framework.The relevant research tools were revised,and 239 pre-service English teachers from a first-class normal college and a general normal college were surveyed and some interviews were conducted with the representative pre-service teachers.The teachers' classroom assessment literacy framework is composed by the dispositions towards classroom assessment,classroom assessment knowledge and classroom assessment skills.The research results show that the classroom assessment literacy of pre-service English teachers in China is at a low level.In the dispositional dimension,although they hold a positive attitude towards classroom assessment,their understanding of teaching,learning,and evaluation is quite different,and their self-efficacy is also at a low level.In the knowledge dimension,pre-service Englishteachers don't have enough knowledge of classroom assessment.They lack relevant conceptual knowledge and procedural knowledge,especially insufficiently in the classroom assessment process,interpreting and using the results,ethics about classroom assessment,and reliability and validity.In the skill dimension,pre-service English teachers haven't comprehended the classroom assessment skills,especially weak in the selection,design and implementation of classroom assessment.Their classroom assessment literacy is influenced by the external factors as well as the internal factors.Based on this situation,this study puts forward relevant suggestions from six aspects: policy formulation,curriculum construction,teacher educators,classroom evaluation materials,pre-service English teachers,and classroom practice.