A Study On Classroom Assessment Literacy Of Secondary School Teachers

Classroom assessment is the assessment of students carried out by teachers in their daily teaching practice,which is subordinate to learning assessment,takes students as the assessment object,points to the collection,summary and feedback of student learning information,and uses assessment information to improve teaching decisions and promote student learning.Classroom assessment is an integral part of the teaching and learning process,and teachers’ pre-lesson instructional design,lesson implementation,and post-lesson summaries all involve assessment activities.It enables teachers to examine their own cognitive level of curriculum objectives and content,design ability,and teaching ability,and has a corrective effect.Effective feedback assessment will promote the development of students’ learning strategies and learning skills,and motivate them to learn.Teachers’ classroom assessment literacy is a necessary trait for teachers to engage in classroom assessment.In this study,teachers’ classroom assessment literacy contains four areas and 12 dimensions:assessment purpose,assessment process,assessment fairness,and assessment principles.We used questionnaires,classroom observations,and teacher interviews to investigate the classroom assessment literacy of secondary school teachers,aiming to address: 1.What is the reality of secondary school teachers’ classroom assessment literacy? 2.what factors affect secondary school teachers’ classroom assessment literacy? 3.how to improve secondary school teachers’ classroom assessment literacy? Three questions were asked.This study draws on relevant questionnaires from scholars at home and abroad,and adapts and distributes the existing questionnaires,taking into account the characteristics of secondary school teachers in China.The study collected 394 classroom assessment questionnaires filled out by groups of secondary school teachers with different genders,titles,education levels,and teaching class sizes,and used reliability analysis,exploratory factor analysis,and validation factor analysis to ensure that the questionnaire information was of reference and use value.Thirty classroom sessions were also observed and analyzed by combining the questionnaire data with the interview data.The findings of the study are as follows:First,secondary school teachers’ classroom assessment literacy has the following general characteristics in practice samples: 1.On assessment objectives,teachers ignore assessment objectives and focus only on teaching objectives;assessment that promotes learning is used most frequently and assessment as learning is the lowest.2.In the assessment process,assessment design consumes more time and energy and is more externally dependent;teachers’ assessment criteria are inconsistent;assessment communication is mechanical and single;simple There are more invalid assessments and two levels of language.3.In the area of assessment fairness,there is a high degree of standardization in unit summary assessment;and in homework assessment,they can pay attention to assessment fairness and individual differences.4.In assessment principles,there is a high degree of consistency in homework and examination tests;and a high degree of validity in classroom teaching.There are also group differences in secondary school teachers’ classroom assessment literacy.1.gender: female teachers show greater support for assessment that promotes learning.2.class size: teachers with smaller class sizes perform relatively better in classroom assessment.3.education: the results of the questionnaire analysis show that teachers with higher education tend to use assessment that is formative,focuses on individual differences,and promotes students’ inner growth in assessment.In contrast,teachers with lower education tend to use more standardized,result-oriented classroom assessment.4.Teaching experience: teachers with 5 years or less of teaching experience have generalized assessment goals and single forms;as teaching experience increases,support for assessment that promotes learning increases;the group of teachers with 11-20 years of teaching experience is most supportive of assessment as learning.Second,the formation and enhancement of secondary school teachers’ classroom assessment literacy is governed by both internal and external factors.Internal factors are individual teachers’ own factors,which are closely related to teachers’ development and experiences,including teachers’ educational philosophy and attitudes,learning experiences,and teachers’ classroom assessment practices.The external factors are environmental factors external to the individual teacher,including the traditional social and cultural climate and the changes and developments in modern education.Finally,this study provides feasible strategies to improve teachers’ classroom assessment literacy from three aspects: teachers,schools,and the policy environment.1 For individual teachers,teachers should clarify the purpose of assessment,improve their assessment literacy through independent learning,and innovate assessment methods and approaches in practice.2 For schools,schools should create a supportive assessment climate,improve the assessment literacy of administrators,and take the lead in making In terms of policy environment support,the whole society should form a scientific assessment culture,and reject utilitarianism and short-sightedness.reject utilitarian and short-sighted educational behaviors,and educate people first;improve the teacher education system,clarify quality standards for teacher classroom assessment,update and add educational assessment-related content in pre-service education,and integrate it with pre-service teacher practice;provide in-service teachers with a wider range and higher quality of online assessment resources,as well as operable classroom assessment tools,while improving in-service training and encouraging different Teachers from different schools are encouraged to learn from each other.