A Survey And Research On The Evaluation Literacy Of English Teachers In Junior High Schools

With the reform in the field of education and teaching surging forward,the field of education assessment in China has also changed.Under the background of the transformation of assessment paradigm and the deepening of education and teaching reform,teachers have been endowed with more responsibilities and expectations.In October 2020,the General Plan for Deepening the Reform of Educational Assessment in the New Era was released,and the reform of teacher assessment and student assessment were included in the key tasks of the reform.The reform of educational assessment in the new era is closely related to every group and individual participating in China’s education.Teachers,as the main force of education,are bound to take the initiative to explore,practice and promote the reform.The assessment reform puts forward higher requirements for the assessment ability of teachers,which is rooted in the assessment accomplishment of teachers.Teachers’ lack of assessment literacy means that their career prospects will be destroyed(Popham,2006).Based on the “Junior Middle School English Curriculum Standards” as the background,and supported by the theory of developmental assessment,this study focuses on the following two issues: how the assessment literacy of junior high school English teachers is,and what factors affect the assessment literacy of junior high school English teachers.By combing and analyzing relevant literature and materials of teacher assessment literacy and drawing on the framework of assessment literacy of junior high school English teachers,a measurement tool for investigation and research on the current situation of assessment literacy of junior high school English teachers was developed.According to the survey results,the overall level of assessment literacy of junior high school English teachers is average;the assessment consciousness is more positive;the attitude of assessment is general;the skills of assessment is high;the knowledge of assessment is scarce.The four dimensions of assessment literacy are positively correlated except that assessment awareness and assessment knowledge are not significant.Whether teachers have been tested or not before entry affects the overall level of teachers’ assessment accomplishment with a positive correlation.There are significant differences in the assessment attitude and assessment knowledge dimensions among teachers with different educational backgrounds,and there is positive correlation.There is significant difference and negative correlation between teachers’ teaching experience and professional title in the dimension of assessment consciousness.Through the analysis of the result of the questionnaire data and interview,the author found that the main cause of junior middle school English teachers’ assessment literacy status mainly includes: the entry threshold of teachers is not covered on the investigation to the assessment of literacy,exam system error orientation,teachers’ pre-service training of teaching test and assessment program is missing,after assessment of training is not reasonable and the teachers’ assessment quality consciousness is weak.Finally,from the government,schools and teachers themselves,this study puts forward countermeasures and suggestions to improve the assessment literacy of junior middle school English teachers in China.Government education departments should improve the policy of academic assessment,reasonably allocate the rights of academic assessment,cultivate academic assessment intermediary agencies,raise the attention to classroom assessment,further perfect the quality guarantee system of teacher assessment,and improve the relevant examination system and policies.Schools should carry out teaching assessment training to create a cultural atmosphere of campus assessment.Teachers need to develop their own teaching assessment accomplishment in professional learning,improve their assessment accomplishment in practice,clarify assessment consciousness,correct assessment attitude,enrich assessment knowledge and update assessment skills.