| The information age has promoted the change of the traditional talent training mode,and countries all over the world have set off a wave of educational reform.in line with the trend of the development of world education,our country has proposed that we should develop the core literacy of Chinese students and started the educational reform.In the implementation recommendations of the Chemistry Curriculum Standard for General Senior High School,it is pointed out that:"Teachers should fully understand the important role of chemistry daily learning evaluation in the development of students'chemistry core literacy,and actively explore effective ways,methods and strategies to implement chemistry daily learning evaluation." The classroom is the main position for teachers to achieve their teaching goals,and the educational reform must be implemented in classroom teaching methods and classroom assessment in order to be successful.therefore,the classroom assessment literacy of high school chemistry teachers concerned in this study is of great significance in developing students' core literacy of chemistry and cultivating talents.By combing the relevant literature of classroom assessment literacy at home and abroad,this study defines "classroom assessment literacy" and its related concepts,and determines the four core elements of classroom assessment literacy.That is,"assessment purpose","assessment process","assessment fairness" and "measurement theory".Then these four core elements are connected with the classroom assessment literacy of chemistry in China,and the cognitive evaluation framework of classroom assessment literacy of senior high school chemistry teachers is constructed,which is related to the evaluation of chemistry core literacy of senior high school chemistry in China.According to this framework,a questionnaire on the cognitive status of classroom assessment literacy of senior high school chemistry teachers with the theme of "redox reaction" is developed.The test questions of the four core elements of classroom assessment literacy in this questionnaire are designed from the two aspects of situational cognition and non-situational cognition.The analysis of the cognitive status of classroom assessment literacy of chemistry teachers in senior high school is reflected by the present situation of situational cognition and the present situation of non-situational cognition,in order to understand the performance level of senior high school chemistry teachers' classroom assessment literacy and teachers' confidence in their own classroom assessment literacy from two different cognitive perspectives:real situational problems and real problems.This study investigated the cognitive status of classroom assessment literacy of 137 senior high school chemistry teachers from 22 provinces dominated by Hubei Province.At the same time,it analyzes the influence of demographic differences and classroom assessment learning experience on teachers' cognitive status of classroom assessment literacy.Finally,the paper puts forward some suggestions on how to cultivate the classroom assessment literacy of chemistry teachers in senior high school.The conclusions of this study are as follows:(1)The situational cognitive level of chemistry teachers in senior high school is not high in all dimensions and the wholeness of classroom assessment literacy.The overall situational cognitive score rate of teachers in classroom assessment literacy is only 51.5%.In addition,the performance order of teachers' situational cognition in the four dimensions of classroom assessment literacy is as follows:assessment purpose>assessment fairness>measurement theory>assessment process,and the score rates are 66.0%,58.0%,44.4%and 41.8%,respectively.The demographic background has a certain influence on the situational cognitive level of senior high school chemistry teachers' classroom assessment literacy,gender and teaching age have no significant difference on the dimensions and overall situational cognitive level of senior high school chemistry teachers' classroom assessment literacy.However,educational background,the location of teaching schools,the type of teaching schools and whether the teachers are normal students or not have a significant impact on the situational cognitive level of teachers' classroom assessment literacy.The classroom assessment learning experience of chemistry teachers in senior high school has little influence on the situational cognitive level of classroom assessment literacy,and whether they have taken the relevant courses of classroom assessment in college has a significant impact on the situational cognitive level of teachers' classroom assessment literacy.However,whether they have participated in the relevant training of classroom assessment during the working period,Whether they have participated in the relevant topics or projects of classroom assessment and whether they have thought deeply about their own classroom assessment methods have no significant impact on the situational cognitive level of teachers' classroom assessment literacy.(2)The non-situational cognitive level of chemistry teachers in senior high school is high in all dimensions and the wholeness of classroom assessment literacy,and teachers have great confidence in their own classroom assessment literacy.The average score of teachers' non-situational cognition in classroom assessment literacy is 3.709.In addition,the order of teachers' non-situational cognitive performance in the four dimensions of classroom assessment literacy is as follows:assessment purpose>assessment process>measurement theory>assessment fairness,with an average score of 3.779,3.762,3.588 and 3.464 respectively.The demographic background has a certain influence on the non-situational cognitive level of senior high school chemistry teachers'classroom assessment literacy.Educational background,the location of the teaching school and the type of teaching school have no significant difference on the non-situational cognitive level of senior high school chemistry teachers' classroom assessment literacy.However,gender,teaching age,and whether the teachers are normal students or not have a significant impact on the non-situational cognitive level of teachers' classroom assessment literacy.The learning experience of classroom assessment of chemistry teachers in senior high school,including whether they have studied the relevant courses of classroom assessment in college,whether they have participated in the training related to classroom assessment,whether they have participated in the relevant topics or projects of classroom assessment,whether they have thought deeply about their own classroom assessment methods have a significant impact on the non-situational cognitive level of teachers' classroom assessment literacy.The innovations of this study are as follows:(1)The cognitive evaluation framework of classroom assessment literacy docking with the core literacy assessment of chemistry in senior high school is constructed.With regard to the research on assessment,China pays more attention to"assessment literacy","classroom assessment" and "teacher assessment literacy",but seldom deals with "classroom assessment literacy",and almost all of them focus on the classroom assessment literacy of English teachers.This study connects the classroom assessment literacy with the high school chemistry core literacy assessment,and constructs the cognitive evaluation framework of classroom evaluation literacy.(2)A tool for evaluating the cognitive status of high school chemistry teachers'classroom assessment literacy with the theme of "redox reaction" from the perspective of chemistry discipline core literacy assessment is developed.With reference to the existing tools of foreign countries,and combined with the national conditions of our country and the characteristics of chemistry,this study developed a evaluation tool of cognitive status quo for senior high school chemistry teachers' classroom assessment literacy with the theme of "redox reaction" from the perspective of chemistry core literacy assessment.This study takes the real chemistry classroom in senior high school as the situation to test the situational cognitive status of chemistry teachers' classroom assessment literacy in senior high school.At the same time,the Likert five scale is used to test the non-situational cognitive status quo of classroom assessment literacy of chemistry teachers in senior high school,which is of great significance for the development of classroom assessment literacy assessment tools for chemistry teachers in senior high school. |
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