A Survey Study Of English Teachers’ Teaching Assessment Literacy In Junior High School From The Perspective Of Community Of Practice

Under the background of national curriculum reform,teaching assessment plays an increasingly important role in the basic education curriculum.The National English Curriculum Standards for Compulsory Education（2022）also states that English teachers should have a high level of teaching assessment literacy.With the deepening of classroom teaching assessment reform,researches on teachers’ assessment literacy have become more diversified and deepened.However,previous studies focused more on theoretical significance of assessment knowledge and skills,neglecting the relationship between dynamic assessment knowledge,skills and specific socio-cultural contexts.Therefore,this study intends to conduct a relevant study on the teaching assessment literacy of junior high school English teachers from the perspective of community of practice so as to provide constructive suggestions for foreign language teachers’ teaching assessment practices.Based on the theory of community of practice and developmental education assessment,and according to the the National English Curriculum Standards for Compulsory Education（2022）,this paper explores the learning and acquisition of English teachers’ assessment knowledge,assessment skills and assessment identity in a specific social and cultural environment.The research questions are as follows: 1.What is the current situation of junior high school English teachers’ teaching assessment literacy in the community of practice? 2.What factors influence junior high school English teachers’ teaching assessment literacy in the community of practice? How does these factors work on English teachers’ teaching assessment literacy? 3.How is junior high school English teacher’s assessment identity constructed and improved in the community of practice? In order to answer the above research questions,the quantitative and qualitative research methods are used to collect data,including questionnaire,interview and observations,and 103 junior high school English teachers are as objects,then use SPSS22.0software to analyze the data.The results show that: 1.At present,most English teachers’ teaching assessment literacy is in a good level.Among them,the level of English teachers’ teaching assessment identity is significantly higher than that of assessment knowledge and assessment skill.2.Junior high school English Teachers’ teaching assessment literacy is influenced by the factors of team interaction in the community of practice,teachers’ independent learning and teaching practice.Among them,the impact of team interaction in teachers’ community of practice is the most significant.3.Junior high school English teachers’ participation in the community of practice promotes the formation of their assessment identity.During this process,most junior high school English teachers go through two stages:active identification and negotiation of meanings,and teachers transform from traditional teachers to new types of assessors by voluntarily joining community organizations in order to seek to promote personal development.The author then provides insights into the formation of teachers’ assessment identity in terms of constructing the community culture,building a community of universities,primary and secondary schools,strengthening English teachers’ assessment reflection.At last,in order to promote English teachers’ professional development,the author proposes some suggestions,then discusses the limitations of this study and suggestions for future research.