Qualitative Research On The Primary School Teachers’ Assessment Literacy

In October 2020,the State Council of the Central Committee of the Communist Party of China issued the General Plan for Deepening Education Evaluation Reform in the New Era,which clearly states that teachers in the new era should "establish a scientific concept of success","resolutely change the practice of labeling students with scores","strengthen process evaluation",and "improve the comprehensive quality evaluation system".The General Plan clearly states that teachers in the new era should "establish a scientific concept of success","resolutely change the practice of labeling students with scores","strengthen process evaluation",and "improve the comprehensive quality evaluation system",which puts forward new requirements for teachers’ evaluation literacy.As the initiators of students’ growth and the leaders of their healthy development,elementary school teachers have an important role to play in the implementation of assessment and education,and the improvement of elementary school teachers’ assessment literacy is the key to promoting assessment reform in the new era.This study suggests that in order to improve elementary school teachers’ evaluation literacy,we can take elementary school teachers with good evaluation literacy and above as a case study,sort out the development history of their evaluation literacy,find the key events,and then explore the factors that affect the development of teachers’ evaluation literacy,and then explore the path to improve elementary school teachers’ evaluation literacy.This paper consists of five main chapters.In the first chapter,the introductory section.The purpose of this study,the research method,and the research process are determined.In the second chapter,elementary school teachers with good and above level of evaluation literacy were selected as the research subjects.The textual analysis method and NVivo 11 plus software were used to codify the relevant textual materials at three levels,and to construct the assessment concepts of "student-centered","focus on students’ learning process" and "promote teachers’ and students’ growth".The three elementary school teachers were selected as the subjects of the study by transforming the secondary indicators in the framework into specific and observable observations.In the third chapter,analyzing the developmental history of evaluation literacy of three case teachers.In-depth interviews were conducted with the three case teachers based on the Elementary Teachers’ Evaluation Literacy Framework.The development of evaluation literacy of the three teachers was found to be different depending on the key events they experienced.Teacher L show an overall trend of development in evaluation literacy and are now moving from good to excellent levels.Teacher X’s evaluation concept and evaluation knowledge developed before her evaluation ability,and now her evaluation literacy is at an excellent level;Teacher Q’s evaluation ability developed gradually to a good level,and then showed a tendency to stagnate.In the fourth chapter,the factors that influence the development of evaluation literacy of elementary school teachers are explored.The theoretical model of "factors influencing the development of elementary school teachers’ evaluation literacy" was constructed through in-depth analysis of the case interview materials with NVivo 11 plus software and after three-level coding,including macro-level(state and society),meso-level(local education departments,teacher training colleges and elementary school at all levels),and micro-level(teachers).In the fifth chapter,exploring the paths to enhance the evaluation literacy of elementary school teachers.Based on sorting out the development history and influencing factors of evaluation literacy of the three case teachers,this study argues that the macro system,meso system,and micro system should work simultaneously and closely together to promote the development of teachers’ evaluation literacy.At the macro level,the state should provide policy leadership and improve the system,and social organizations should strengthen the promotion of evaluation concepts in the new era;at the meso level,teacher training colleges and universities at all levels should set up practice-oriented evaluation courses,local education departments should provide systematic post-service teacher evaluation training,and elementary school should create a good campus evaluation environment and provide in-school evaluation support;at the micro level,elementary school teachers should establish At the micro level,elementary school teachers should establish a scientific concept of evaluation development and update their evaluation concepts;strengthen their awareness of independent learning and learn evaluation knowledge;and deepen their evaluation practice to enhance their evaluation ability.