Research On Evaluation Literacy Of High School Teachers In The Context Of Comprehensive Quality Evaluation

The quality of teachers’ evaluation is a key concern in the field of educational evaluation in recent years.Since 2002 the comprehensive quality evaluation activities carried out,the diversity subjects participation in evaluation has formed a broad consensus.As an interpreter,an executor and an estimator of the comprehensive quality evaluation,the teacher must have the corresponding evaluation accomplishment to carry out the guiding activities,write the students’ comments and evaluate the students’ achievements.However,all the time people emphasize to teachers often focus on how to “educate people”,has few attention of teachers’ assessment literacy.In recent years,the study of the comprehensive quality evaluation of senior high school students,the research on the subject of teachers is only on the introduction level.It is the first time to systematically discuss the problem of teachers’ evaluation literacy.Based on this,it is necessary to clarify the connotation of teacher evaluation literacy under the background of comprehensive quality evaluation,and to construct the constituent elements of teachers’ evaluation literacy.Through the analysis of the present situation of the evaluation literacy of high school teachers,the existing problems are clarified,and the strategies for improving the evaluation literacy of high school teachers under the background of comprehensive quality evaluation are put forward.On the basis of the research on the evaluation literacy of teachers’ evaluation literacy and comprehensive quality evaluation,the paper extracts the constituent elements of teachers’ evaluation literacy based on comprehensive quality evaluation activities,including the literacy of teachers’ evaluation idea,the literacy of teachers’ assessment knowledge,the literacy of teachers’ assessment skills,the literacy of teachers’ assessment ethics.Teachers’ evaluation concept is reflected in promoting the development of students’ overall and personality,taking the improvement and improvement of the students as the core and focusing on the process evaluation.The teachers’ evaluation knowledge is mainly the requirements of clear and realistic records and the rich knowledge of evaluation.The teachers’ evaluation skills are mainly to carry out the students’ guidance work actively and effectively.To write students’ comments creatively and give full play to the promotion of performance evaluation to students;teachers’ evaluation of ethical literacy is an objective and impartial teacher in the process of carrying out comprehensive quality evaluation,to care for the growth and development of the students,and to ensure that the evaluation process is open and fair.Through the analysis of the present situation of the evaluation literacy of high school teachers under the background of comprehensive quality evaluation,it is found that the teachers’ evaluation literacy is still not able to meet the new requirements of the comprehensive quality evaluation.The prominent problems include: the deviation of teachers’ evaluation idea,the lack of evaluation knowledge,the lack of evaluation skills and the weak sense of evaluation ethics.Through the attribution analysis of the related factors,the influence of the high interest selection test,the teacher’s own resistance and the study of the teacher’s evaluation accomplishment disjointed by the theory and practice.Combined with the realistic representation and causes of teachers’ evaluation literacy,this paper puts forward strategies for improving teachers’ evaluation literacy in senior high schools.First,to innovate the teachers’ comprehensive quality evaluation concept;secondly,to strengthen the theoretical and practical study of teachers’ comprehensive quality evaluation,including: strengthening the professional study of comprehensive quality evaluation,and paying attention to learning in the practice of comprehensive quality evaluation,and third,advocating teachers’ cooperation and respect for teachers’ comprehensive quality evaluation autonomy,including building a platform for teachers’ cooperation,creating opportunities for teachers cooperation and respect for teachers ’ comprehensive quality evaluation autonomous right;Fourthly,strengthen the system construction to standardize the comprehensive quality evaluation,including the construction of comprehensive quality evaluation scheme suitable for school based,the establishment of the evaluation system of teachers’ evaluation quality in the comprehensive quality evaluation,and the implementation of the compensation and reward mechanism of teachers’ interests.