A Survey Of Primary School English Teachers' Classroom Evaluation Literacy

Class assessment is an indispensable segment during the teaching and learning procedure in school.Teachers with a higher level of class assessment can quickly and accurately judge the studying condition and adopt more effective teaching methods.However,there is not much research about the primary school English teachers' class assessment at home and abroad.The following research will focus on two crucial points,which are both the basic characteristics and the influential factors of the primary school English teachers' class assessment literacy.This research regards the primary school English teachers' class assessment literacy as a subject teaching cognition on the basis of document analysis,which believes that the stock of knowledge and self-capability is the basement of the evaluation of a teacher's class assessment literacy.Centered by the class performance,it is necessary to select and apply into a moderate method to evaluate the teaching quality and literacy.Usually,it will be elected from the class performances including,answering section in the class,class exercises,homework after class,class exercises analysis and class self-made examination,which are all the combination of the psychological requirement for a teacher's practice evaluation and teaching planning.On the composition of the primary school's English class assessment literacy,it will be constituted by three aspects,respectively class assessment of willingness,class assessment of knowledge and class assessment of teaching ability.The research focuses on the two questions: "What are the characteristics of primary school English teachers' class assessment literacy?" and "What are the main factors that affect primary school English teachers' class assessment literacy?" The research is mainly conducted through a combination of questionnaires and interviews.After the investigation questionnaire about the teachers' class assessment literacy was carried out among the 248 primary English teachers and related interviews were conducted among parts of them,the study has found that,the teachers assessed performed well in the first-level dimensions of classroom evaluation ability,evaluation will and evaluation knowledge and obtained the average marks of more than 4(full mark is 5)in these dimensions.Among three first-level dimensions,teachers obtained the highest average mark in evaluation ability and the lowest average mark in evaluation knowledge.In the aspect of evaluation will,the average score ranking of second-level dimensions from high to low is: behavioral component(M=4.3427)>cognitive component(M=4.2648)>emotional component(M=3.9552).In terms of evaluation knowledge,the average score ranking of second-level dimensions from high to low is: language knowledge(M= 4.1953)> process knowledge(M=4.1885)> interpretation knowledge(M=4.0806)> appraisal knowledge(M=3.9909).With regard to evaluation ability,the average score ranking of second-level dimensions from high to low is: mastering evaluation skills(M=4.1478)> paying attention to evaluation validity(M=4.1381)>understanding evaluation methods(M=4.1065)> interpreting the evaluation results(M=3.8965).To better analyze the basic characteristics of primary school English teachers' class assessment literacy,this research divides the respondents into different groups according to their age,years of teaching services,profession title,grade in-service,working region,education background,class size and major,and preliminary assessment awareness,etc.The comparison shows that there is no significant difference in the class assessment literacy between various groups of primary school English teachers,but there are some group characteristics.The following relevant groups of teachers have the best class assessment literacy results,including teachers aged 20-30,working experience for 4-10 years,teachers with bachelor's degree,and teachers graduated from Normal university majoring in English.In terms of factors that affect the primary school English teachers' class assessment literacy,it is found that in-service training,personal self-study,pre-service study,and external influence significantly influence the classroom evaluation of primary school English teachers from high to low.According to the regression analysis,it is indicated that the classroom evaluation literacy of primary school English teachers = 0.432 X in-service training + 0.413 X pre-service learning + 0.227 X personal self-study +0.093 X external influence.After the analysis of various influencing factors which are divided into external and internal factors,As for the internal aspects,a balanced personality between introversion and extroversion,4-10 years of teaching experience,secondary title of primary school and class size of 30 people have a positive impact on the teachers' class assessment literacy.While as for the external aspects,the assessment culture of school,feedback of students,influence of colleagues and a third-party assessment will all affect teachers' class assessment literacy.A better campus assessment culture with students' positive feedback,colleagues with high self-assessment and a third party's influence on teachers' assessment literacy can not be underestimated neither.The influence of external pressure and colleagues with weak professional background may also make a negative impact on teachers' class assessment literacyIn allusion to the above survey results,this research concludes that teachers should overcome the bottleneck period of this occupation,have a reasonable expectation and maintain an optimistic attitude towards future;Relevant department should regulate the on-boarding and in-service class assessment literacy training,which means focusing on class assessment of willingness and teaching ability before the employment,while the focuses will be put more on the contents happened with the times after the employment;Education administrators should pay attention to class assessment culture in school and maintain a moderate class size.Through various channels,make school culture more positive and strengthen class assessment confidence,so as to improve teachers' professional literacy.