A Research On English Teachers’ Classroom Assessment Literacy In Demonstrative Senior High Schools In Guangxi

The concept of “assessment for learning” emphasizes the important role of classroom assessment literacy in enhancing students’ learning effectiveness.By focusing on classroom assessment literacy,teachers can promote the integration of teaching,learning and assessment,facilitate students’ development and teachers’ professional development,and improve English teaching.Therefore,this paper investigates the current situation of English teachers’ classroom assessment literacy of demonstrative senior high schools in Guangxi and analyzes the classroom assessment literacy of novice and experienced teachers in order to provide scientific suggestions for improving classroom assessment literacy,teaching efficiency and professional development of English teachers.This study uses a combination of questionnaire and interviews with the theoretical support of “assessment for learning” and teachers’ professional development theory.The English teachers’ classroom assessment literacy questionnaire contains four dimensions: classroom assessment awareness,classroom assessment knowledge,classroom assessment attitude and classroom assessment skills.This study was conducted with 109 teachers from four demonstrative senior high schools in Guangxi,and focused on the following three questions:(1)What is the current situation of classroom assessment literacy of demonstrative senior high school English teachers in Guangxi?(2)What are the differences in classroom assessment literacy between novice teachers and experienced teachers?(3)Are there any problems existing in the development of English teachers’ classroom assessment literacy among demonstrative senior high schools in Guangxi? If so,what are the causes of the problems? For the first two questions,the author mainly used SPSS to conduct a specific analysis of the data collected by the questionnaire.For the third question,a systematic analysis of the data obtained from the questionnaire was used,supplemented by interviews to illustrate the specific situation.The results show that(1)In general,the classroom assessment literacy of demonstrative high school English teachers in Guangxi is at a high level.Most English teachers have positive classroom assessment attitude and basic assessment knowledge,but teachers’ classroom assessment awareness and skills need to be improved.(2)There are not any significant differences between novice teachers and experienced teachers in terms of classroom assessment literacy.However,experienced teachers have a slightly higher level of classroom assessment literacy than novice teachers.(3)Demonstrative high school English teachers in Guangxi have certain problems in classroom assessment awareness and philosophy,assessment atmosphere,teaching and classroom assessment,assessment skills,and assessment training,such as: relatively homogeneous assessment philosophy,lack of atmosphere for classroom assessment,inability to combine teaching and learning with classroom assessment,weak assessment awareness,single classroom assessment mode,lack of classroom assessment literacy training,and inadequate mastery of classroom assessment skills.Reasons causing the problems are aspects of lack of resources for classroom assessment literacy training,limited time dedicated to improvement,updating of assessment philosophies untimely,and inappropriate ways of selecting talents.Based on the results of the study,the author puts forward several suggestions to improve English teachers’ classroom assessment literacy of demonstrative high schools in Guangxi.The recommendations are as follows: teachers should update and change classroom assessment mode consciously,guide students to participate in classroom assessment and integrate teaching and learning with classroom assessment practices actively.Besides,schools should incorporate classroom assessment literacy into teacher assessment criteria,and arrange diverse classroom assessment literacy training appropriately according to teachers’ learning needs.