Research On The Competence Of High School Chinese Teacher’s Developmental Student Evaluation

Since the 18 th Party Congress clearly put forward the fundamental task of education,the comprehensive deepening of education assessment reform has become an important mechanism for implementing moral education.The concept of developmental assessment indicates a change in the connotation of assessment from "assessment for learning" to "assessment for learning",and thus puts forward new requirements and expectations for language teachers to be competent in developmental student assessment.New requirements and expectations for language teachers’ competence in developmental student assessment.Teachers are responsible for disseminating knowledge,ideas,and truth,and for shaping souls,lives,and new people,and their efforts to improve teachers’ competence in developmental student assessment are a common demand of the times and teachers’ professional development.In view of this,this study follows the research idea of "what-how-why-how to do".In this study,the structural content,currentlevel and development paths of the developmental student assessment competencies of high school language teachers were systematically explored and analyzed through literature analysis,survey research and classroom observation,and the corresponding research conclusions were drawn.First,based on the developmental assessment concept and the characteristics of high school language subjects,we constructed a developmental student assessment competency model for high school language teachers with reference to the iceberg competency model,which includes four independent competencies: assessment skills,assessmentknowledge,the concept of "assessor" identity,and assessment beliefs.The model includes four independent and closely related competency dimensions,including assessmentskills,assessment knowledge,"assessor" identity concept,and assessment beliefs,and the specific dimensional indicators are summarized and explained.Second,based on the structural framework of the developmental student assessment competency model for high school language teachers,we designed a research instrument based on questionnaires and classroom observation forms and conducted a surveyon the current situation of assessment competency among high school language teachers in Linfen City,Shanxi Province.The survey results showed that the overall level ofdevelopmental student assessment competence of high school language teachers was good,but the internal structure was unevenly developed,with relatively high competence at the level of assessment beliefs and the concept of "assessor" identity,and relativelyweak competence at the level of assessment knowledge and assessment skills.The four levels of teachers’ developmental student assessment competence are: teachers’ high competence in developmental assessment beliefs,low competence in assessment ethics,clear concept of "assessor" identity,ambiguous assessment subject awareness,low competence in developmental assessment knowledge,lack of theoretical and practical knowledge,average competence in developmental assessment skills,and weak competence in classroom assessment.In the analysis of the causes of the low competence of developmental student assessment in high school language teachers,it was found that the main factors were internal and external: external factors were the imperfect developmental student assessment system in schools and the lack of a good assessment environment in society;internal factors were the teachers’ own insufficient practical experience in developmental assessment and the lack of in-depth reflective awareness of developmental assessment.Finally,the current situation and causes of the developmental student assessment competency of high school language teachers are combined with the cultivation path and development suggestions of the developmental student assessment competency of high school language teachers.As the institutional guarantee of developmental student assessment,the national level should regulate the teacher education system,strengthen theconstruction of teachers,guide the direction of academic assessment reform,and createa favorable assessment environment;as the guarantee of implementing developmental student assessment,the school level should organize assessment-related training,provideprofessional development support,establish a special assessment organization,build a teacher assessment exchange platform,and dilute the examination culture to create a developmental assessment atmosphere;as the guarantee of continuous development of assessment competence,teachers should increase the practice of developmental assessment,continuously construct assessment experiences,focus on practice reflection and research,and stimulate teachers’ internal motivation in assessment.