A Study On English Teachers' Classroom Assessment Literacy In Senior High Schools Of Chongqing

With the continuous deepening of the current educational curriculum reform,the educational assessment paradigm gradually shifts from “Assessment of leaning” to “Assessment for learning”.It is such a crucial element in high quality of classroom teaching that teachers can reasonably adjust teaching(teaching contents,teaching methods,etc)in accordance with the results of assessing students' classroom performance.It requires teachers to be equipped with comprehensive literacy,especially teachers' classroom assessment literacy,such as the ability of designing classroom assessment schemes;the consciousness of classroom assessment;the ability of selecting reasonable assessment methods,etc.Moreover,teachers' classroom assessment literacy is an essential part of their professional literacy.In short,whether it is teachers' practical demands for classroom assessment in English classroom teaching or the theoretical demands for classroom assessment in teachers' professional development,these have become hot areas of current research.In this context,the thesis investigates senior high schools English teachers' classroom assessment literacy in six senior high schools of Chongqing.Based on developmental education assessment theory,teacher professional development theory,and the theoretical framework of senior high school English teachers' classroom assessment literacy(assessment consciousness,assessment attitude,assessment knowledge,assessment skills),the thesis focuses on the influencing factors,the current situation and development paths of English teachers' classroom assessment literacy.Firstly,what are the factors that affect senior high schools English teachers' classroom assessment literacy? Secondly,what is the status quo of senior high schools English teachers' classroom assessment literacy in Chongqing? Thirdly,how is senior high schools English teachers' classroom assessment literacy improved?The study adopts quantitative research method(survey study)and takes 236 English teachers from six senior high schools in Chongqing as research participants to explore the status quo of senior high school English teachers' classroom assessment literacy.The study is divided into three stages.Firstly,relevant literature at home and abroad is sorted out to determine the theoretical framework and prepares a questionnaire.Secondly,this thesis investigates the status quo of English teachers' classroom assessment literacy in six senior high schools of Chongqing through questionnaires and interviews.Thirdly,by analysis of questionnaire and interview data,the thesis attempts to explore the tentative methods and strategies to improve senior high schools English teachers' classroom assessment literacy.The findings are as follows: firstly,through multiple regression analysis,it is found that teachers' assessment consciousness,assessment skills and assessment attitude would affect their classroom assessment literacy.Secondly,through the independent sample T-test,the variance analysis and Pearson correlation coefficient,etc,it is found that although teachers' classroom assessment literacy is higher,their assessment knowledge and assessment skills still need to be improved.Thirdly,according to the status quo and influencing factors of senior high school English teachers' classroom assessment literacy in Chongqing,the author tries to explore the tentative methods and strategies to improve their classroom assessment literacy from the perspectives of enriching assessment culture and constructing action framework.