The Structure And Development Of Teacher Assessment Literacy:Experience Home And Abroad And Strategies

In October 2020,the CPC Central Committee and the State Council issued The Overall Plan for Deepening the Reform of Educational Assessment in the New Era.As the first document of systematic reform of educational assessment in our country,the Overall Plan marks the important position of educational assessment in perfecting the system and mechanism of establishing moral integrity in cultivation.Assessment and teaching coexist and can not be separated.Assessment is embedded in teaching process and runs through the teaching activities all the time.Teachers are the organizer and operator of assessment activities,whose level of assessment literacy directly determines the smooth implementation of teaching activities,and thus affects the improvement of follow-up teaching and the development of students.When assessment has increasingly become a constraint of education reform in the new era,teacher assessment literacy will be a key issue that must be faced.In view of this,according to the guideline of “what is”-“how is”-“how to do”,this study attempts to systematically explore the related issues of teacher assessment literacy,that is,to clarify the connotation and components of it,to analyze the domestic and international experience in developing,to investigate the status quo of teachers,and to put forward the corresponding strategies for developing teacher assessment literacy.First of all,based on the analysis of the existing frameworks at home and abroad,the structure of teacher assessment literacy is constructed.Teacher assessment literacy is the ability and quality that teachers need when engaged in teaching assessment.As for the specific component of it,there has been a certain number of studies.Through the analysis of foreign frameworks,it is found that the value of teacher assessment literacy has undergone a change from external evaluation to classroom assessment,but there is a defect that assessment literacy is limited to knowledge and skills.In contrast,the domestic frameworks take into account the elements that point to the spiritual aspect of teachers,such as attitude,consciousness and so on.Inspired,this study focuses on classroom assessment,and divides teacher assessment literacy into four independent but closely related elements,namely,the knowledge of assessment,the ability of performing assessment,the attitude toward assessment and the consciousness of being an “assessor”.Each element is explained in detail.Next,this study excavates the existing experience in the development of teacher assessment literacy at home and abroad through a detailed analysis of three typical cases: the study group in Nebraska,the online course developed by the European Union and the workshop in Taiwan.By combing the background,specific measures and achievements of each program,and summarizing the characteristics and reference significance of each,this paper sums up the important experience of improving teacher assessment literacy.First,training programs should be guided by the concept of “assessment for learning”.Second,both pre-service teachers and in-service teachers should be engaged in the training.Third,training programs should have different aims,focusing on one or more elements of literacy structure.Fourth,the training content should be varied according to different disciplines and stages.Fifth,multiple subjects should participate in the organization and implementation of training to form a joint force.Last,the advantages and applicability of different training forms should be considered,and a variety of training forms should be comprehensively adopted.Then,based on the constructed framework of teacher assessment literacy,questionnaire survey and interview survey are used to investigate some teachers in Zhejiang.It is found that the current situation of teacher assessment literacy is not optimistic,which is mainly manifested in the one-sided understanding of assessment and its purpose,the lack of adequate knowledge,corresponding ability,and assessment identity.And possible reasons are discussed.Finally,based on the structure,current situation and experience of teacher assessment literacy,this study obtains the enlightenment to promote the development of it and puts forward systematic strategies.As for the value orientation,the concept for development that should be adhered to is the idea of “assessment for learning”.The approaches includes training initiated by the government,practical teaching and research in schools,and teachers’ independent learning,respectively focusing on the formation of knowledge and attitude,ability,and the consciousness of being an assessor.To guarantee the development of teacher assessment literacy,the powerful institutional policy introduced by the government,the supportive cultural atmosphere formed in school,and the constant daily practice done by teacher,should coordinate well.