Research On The Evaluation And Improvement Strategies Of Undergraduate College Teachers' Evaluation Literac

In October 2020,the Central Committee of the Communist Party of China and the State Council clearly pointed out in The Overall Plan for Deepening the Reform of Education Evaluation in the New Era that " Education evaluation is related to the direction of education development,what kind of evaluation baton there is,and what kind of school-running orientation there is" and requires " Strengthening the construction of teachers’ education assessment ability." Through the literature analysis,it is found that there are relatively few studies on the assessment literacy of teachers in undergraduate universities,and the real patterns of the assessment literacy of teachers in undergraduate universities lack of local tools to measure.This study will focus on the core issue of "How to measure and improve the undergraduate university teachers’ assessment literacy?"Firstly,the researchers sorted out the typical content framework of teacher assessment literacy and standards of teacher assessment literacy through content analysis method,and constructed the content framework of teacher assessment literacy in undergraduate universities based on the "fourth generation evaluation theory" through brainstorming method and expert interview method.The content framework includes assessment ideas,assessment knowledge,assessment skills,and assessment ethics.It was pointed out that this framework has situational,dynamic,developmental,particularity and practicality characteristics.Secondly,based on the content framework of the assessment literacy of teachers in undergraduate universities and absorbing the principles and spirit of The Overall Plan for Deepening the reform of Educational Evaluation in the New Era,the rudiment of the Assessment indicator System for Undergraduate University Teachers’ assessment literacy is designed.Then,three rounds of Delphi expert method and Yaahp software are used to determine the final Assessment indicator System for Undergraduate University Teachers’ assessment literacy.The indicator system has the characteristics of paying attention to the whole evaluation process,paying attention to the in-depth participation of students,paying attention to the feedback and application of evaluation results,and paying attention to the application of information technology.Then,the researchers transformed the Assessment indicator System for Undergraduate University Teachers’ assessment literacy into the Questionnaire on the Current Situation of Undergraduate University Teachers’ assessment literacy.After a small-scale test and modification,the research investigated the current situation of the teachers’ assessment literacy in undergraduate universities nationwide,with a total of1072 teachers participating.SPSS25 and Smart PLS software were used to analyze the survey data and verify that the questionnaire has good reliability and validity.Using R language,through network analysis,it is clear that the assessment skills have the maximum strength,closeness and betweenness.There is a positive relationship between assessment idea,assessment knowledge,assessment skill and assessment ethic.Further analysis shows that,as a whole,the assessment literacy of teachers in Chinese undergraduate universities is at an above average level,with the best performance in the dimension of "assessment ethics" and the second performance in the aspect of "assessment ideas".In terms of the secondary index dimension,the teachers’ performance in "data security","assessment ethics" and "moral cultivation" is the best,and the performance in "assessment knowledge" and "communication and sharing assessment information" needs to be further improved.In addition,the researchers found that teachers with different professional titles had significant differences in the performance of assessment literacy.Teachers with "senior" titles were generally better than those with "junior and intermediate" titles or "associate senior" titles.In the dimension of "assessment ideas",there are significant differences in teachers’ "age","professional title","university location" and "main course type".In the dimension of "assessment knowledge",there are significant differences in the "professional title" of teachers and the "university nature" In the dimension of "assessment skills",there are significant differences in the "final degree" of teachers and the "university nature".In the dimension of "assessment ethics",there are significant differences in the "professional title" of teachers.Finally,through literature analysis and interview,based on the current problems of uneven overall level of teachers’ assessment literacy in Chinese undergraduate universities,education assessment policy anomy,improper assessment literacy training,teachers’ assessment behavior anomy and so on,three levels of improving strategies were proposed,namely,strengthening policy support at the macro level,providing school-based support at the middle level and teachers’ active actions at the micro level.This study believes that,at the macro level,the government should provide policy guarantee in the top-level design to formulate the standard system of teacher assessment literacy and promote the local research on teacher assessment literacy.At the middle level,universities should provide school-based support from three aspects: building a culture of cultivating teachers’ assessment quality,encouraging teachers to build a cooperative research and study community,and giving play to the role of different groups of teachers.At the micro level,teachers in undergraduate universities should deepen the application of assessment knowledge and skills in assessment practice and reflection observation,and shape teachers’ own identity as assessor.