Study On Teaching Assessment Literacy Of Senior High School Chemistry Teachers

In 2011 the Ministry of Education issued the policy document "the opinion of the Ministry of education on giving full play to the guiding role of the industry and promoting the reform and development of vocational education"."The assessment ability of subject teaching" has become one of the contents of the teacher qualification examination.February 2012,China's Ministry of Education promulgated the secondary school teachers'professional standards(Trial),and put forward the national standard for the professional development of secondary school teachers,in which the teacher's "teaching and teaching assessment ability" is an important part of teachers' professional ability.It requires teachers to "use assessment tools,master multiple assessment methods,and evaluate the ability of students to develop in a multi perspective and whole process".2017,China's Ministry of Education promulgated the "ordinary high school chemistry curriculum standarde"requirements ","teachers can use all kinds of teaching assessment to determine whether or not the goal is reached in the process of teaching,a series of policy documents which are in the requirement of modern teachers must have assessment literacy,and can make an accurate assessment on students' learning and using feedback information to promote the development of students,improve their professional literacy.Domestic and international research on literacy teacher assessment has a lot,but in our country,the research of the high school chemistry teachers' teaching assessment literacy is still blank,this paper aims to construct it's the framework and develop measurement of high school chemistry teachers teaching assessment literacy-?The questionnaire of china's high school chemistry teachers' teaching assessment literacy?This paper focuses on the following aspects:(1)What is the connotation of teacher eassessment literacy?What is the specialty of Chemistry teachers' teaching eassessment quality?(2)What constitutes the eassessment literacy of high school chemistry teachers?What is the link between the elements?(3)What is the current situation of the eassessment literacy of senior middle school chemistry teachers in China?(4)What are the differences in demography background?What are the factors that influence senior middle school chemistry teachers' eassessment literacy?This article is composed of six parts.The first part is the introduction of this article,including the origin of the study,the purpose of the study,the significance of the research,the content of the research,the design of the research and the method of the research.The second part is the literature review,including the definition of "literacy" "assessment literacy" "teacher's assessment literacy" and the current research of assessment literacy at home and abroad.The third part including the compilation of the questionnaire,and trial-test and measurement for the reliability and validity the fourth part is the empirical analysis of the teaching assessment literacy of senior high school chemistry teachers in China including the overall presentation,and the analysis of demographic differences.The fifth part is the correlation analysis and the class regression analysis on the teaching assessment literacy and the influencing factors.The last part is the conclusion and inspiration,the deficiency and the innovation,and the suggestion.The conclusions of this study are as follows:(1)Teachers' teaching assessment literacy is the assessment literacy that teachers need when they engage in teaching assessment activities,including correct teaching assessment concept,assessment consciousness from teaching,rich assessment knowledge and skilled assessment skills.(2)Assessment literacy consists of assessment consciousness,assessment knowledge,assessment skill and assessment attitude.For the teaching assessment literacy,the correct value of teaching assessment is the premise,the assessment consciousness originating from the teaching is the motive force,the rich assessment knowledge is the foundation,and the skillful assessment skill is the performance.Chemistry is a subject based on the experiment.It is the basic requirement for the students to learn the experimental operation.Therefore,the chemistry teacher must use the flexible and objective assessment method to evaluate the students' practical ability and the ability to cooperate with people during the experiment.(3)The high school chemistry teachers' teaching assessment literacy is good as a whole,and the teachers' attention and attitude towards the teaching assessment literacy is positive.Among them,the teachers are most concerned about the assessment knowledge,and the assessment skills have the greatest influence on the teachers' teaching assessment literacy.In general,the high school chemistry teachers' mastery of the assessment knowledge and the assessment skills are good.But for the most teachers,the initiative of designing teaching assessment plan is not strong,and it is not very confident about the ability of designing assessment plan.(4)Teachers' assessment literacy who with 11-20 years' teaching age are higher than those of other stages;higher education,higher literacy of assessment;the highest assessment literacy of teachers who have senior titles;teachers has the highest literacy whose class with 50-70 students;teaching assessment literacy for teachers above the county level it is obviously higher than the assessment literacy of rural teachers;thematic training,participation in assessment projects,learning measurement and assessment the curriculum can improve the teachers' assessment literacy;gender,the background of teacher training,pre-vocational education assessment and measurement course have no effect on teachers' teaching assessment literacy;school assessment culture,parents and third-party assessment will affect teachers' teaching assessment literacy.The more active the school assessment culture is,the more active the teachers' attitude will be,and the positive assessment attitude will have a positive impact on the teachers' assessment knowledge and skills.In addition,the college entrance examination is still the baton of teachers' teaching assessment,and teachers still take the standard of college entrance examination as the basis for the students' knowledge.At the same time,nearly 90%of the teachers think that their own assessment knowledge supplement affects the teaching assessment.On the basis of constructing the assessment framework of chemistry teachers,this study makes full use of empirical research to investigate the status quo of the assessment literacy of high school chemical teachers in China,and provides reference for the research of high school chemistry teachers' teaching teaching assessment literacy and teacher training courses in our country.