| Teachers’ classroom assessment competence is an important part of teachers’ professional competence,which not only relates to teachers’ professional growth,but also directly affects teachers’ teaching quality and students’ learning development.Through the collection and collation of relevant literature,it is found that most domestic researches on classroom assessment competence still stay at the level of experience summary and theoretical speculation,and few teachers’ classroom assessment competence assessment tools in line with local characteristics have been developed.It is also slightly insufficient to carry out scientific and rigorous empirical research on a specific learning section and subject.Therefore,this study aims to construct the evaluation indicator system of middle school physics teachers’ classroom assessment competence and carry out an empirical study with this indicator system.So this study aims at middle school physics teachers this group,through the literature research and expert consultation method to build middle school physics teachers classroom assessment competence evaluation indicator system,and using the evaluation indicator system builds questionnaire of the middle school physics teachers classroom assessment competence,to explore the middle school physics teachers classroom assessment competence,finally through interviews,find out more about the reasons behind the situation,in order to analyze the middle school physics teachers classroom assessment competence promotion strategy.The specific contents of this study are as follows:The first study is building the construction of evaluation indicator system of classroom assessment competence of middle school physics teachers.On the basis of literature research,according to the connotation of classroom assessment、the iceberg model and onion model of competence,and referring to the iceberg model of teacher evaluation accomplishment and the umbrella structure framework of teacher teaching evaluation accomplishment and the 7 dimensional structure model of teacher classroom assessment competence is proposed Stiggins,the indicator system of classroom assessment competence of middle school physics teachers is preliminarily formulated.Through two rounds of expert consultation,the initial indicator system was modified according to the expert opinions,and the indicator system of classroom assessment competence of middle school physics teachers was finally constructed,including three first-level indicators,ten second-level indicators,twenty-eight third-level indicators and fifty-six scoring standards.The second study is a quantitative study of the classroom assessment competence of middle school physics teachers.On the basis of constructing the evaluation indicator system of classroom assessment competence of middle school physics teachers,the questionnaire on classroom assessment competence of middle school physics teachers is compiled,through the pretest project analysis,the reliability and validity test to revise the questionnaire,using the revised questionnaire for middle school physics teachers classroom assessment competence questionnaire survey,to understand the middle school physics teachers classroom assessment competence overall situation and different background variables of the middle school physics teachers under the difference of classroom assessment competence.The third study is a qualitative study of the classroom assessment competence of middle school physics teachers.On the basis of the questionnaire survey,the interview outline and classroom assessment table of the classroom assessment competence of middle school physics teachers were compiled,and the classroom observation and interview survey were carried out for the physics teachers of the frontline middle schools,so as to understand the practice pattern of classroom assessment of middle school physics teachers and the factors that affect the classroom assessment competence of middle school physics teachers,so as to explore the strategy of improving the classroom assessment competence of middle school physics teachers.The conclusions of this study are as follows:(1)The evaluation indicator system of middle school physics teachers’ classroom assessment competence with expert validity is constructed,and the questionnaire of middle school physics teachers’ classroom assessment competence is compiled.Item analysis,reliability analysis,exploratory and confirmatory factor analysis showed that the questionnaire had good reliability and validity.(2)Findings were obtained through quantitative studies:(1)The overall level of classroom assessment competence of middle school physics teachers is high,but their components are unbalanced,which mainly reflects that middle school physics teachers have relatively abundant classroom assessment knowledge,but the classroom assessment attitude needs to be further corrected,and the classroom assessment skills need to be further improved;(2)middle school physics teachers classroom evaluation competence in gender,whether served as a teacher in charge,teaching period,teaching class number,teaching school location have no significant difference,but there are significant differences in teaching age and title,mainly for the longer the teaching age,the higher the title of teacher’s classroom assessment attitude、skill and competence are higher.(3)Findings were obtained through qualitative studies:(1)In terms of attitude towards classroom assessment,most middle school physics teachers can correctly recognize the role and value of classroom assessment,but the intention of implementing classroom assessment needs to be strengthened;(2)In terms of classroom assessment knowledge,most middle school physics teachers have relatively rich knowledge of classroom assessment objectives,methods and results,but most of them lack a clear understanding of the specific procedures of classroom assessment,especially the need to systematically design classroom assessment tasks before implementing classroom assessment;(3)In the process of practice,most teachers pay more attention to teaching design,but relatively ignore classroom evaluation scheme design;Most teachers pay more attention to teachers’ evaluation,and relatively ignore students’ self-evaluation.Some novice teachers pay more attention to the evaluation of students’ knowledge,but relatively ignore the evaluation of students’ scientific thinking,inquiry,attitude and responsibility.Compared with mature teachers,novice teachers’ interpretation of classroom assessment information and the application of classroom assessment results also need to be further improved.According to the conclusion of this study,three suggestions are put forward to improve the classroom assessment competence of middle school physics teachers:Firstly,Teachers themselves should change their test-taking concept and enhance their awareness of independent learning;secondly,schools should reduce the burden of teachers and create an atmosphere of experience sharing;finally,educational administration departments should fully implement the pre-service education and post-service training mechanism. |
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