Research On The Current Situation And Development Approach Of Martial Arts Teachers’ Assessment Literacy

With the deepening of curriculum reform, great changes have taken place in the area of educational assessment in China. Qualified teachers’ assessment literacy is needed to satisfy the requirements proposed by evaluation paradigm of teaching, educational reform and teachers’ professional development. As is known that martial art is one of the most representative traditional ethnic sports in China. How to carry forward the skills and virtue of martial art through school physical education is very important issue, in which teachers’ assessment literacy plays a key role.First of all, the question why teachers need assessment literacy is illustrated in the way of literature review from the three perspectives. That is, "the requirements of new curriculum reform", "the demands for the education paradigm transformation" and " the need for teachers’ professional development ".Secondly, the question that what kind of assessment literacy sports teachers need is answered through theoretically constructing the model of martial art teachers’ assessment literacy. Finally, the research is conducted with the assistant of the Questionnaire on the Martial Art Teachers’ Assessment Literacy. The state quo of martial art teachers’ assessment literacy and the factors that affect their assessment literacy are revealed through the collection and analysis of the data. The ways to develop martial art teachers’ assessment literacy are put forward in the end.The conclusions drawn through analysis of theories and statistics are as following:(1) The assessment literacy of martial art teachers is made up of two elements: assessment attitude and assessment knowledge and skills;(2) The overall level of martial art teachers’ assessment literacy is quite low. The majority of teachers lack assessment knowledge and skills, while they hold an active attitude towards assessment activities;(3) The factors which affect the assessment literacy of martial art teachers include background factor, internal factor and external factor.(4) There is no significant difference in overall level of assessment literacy of martial art teachers from different backgrounds. While there existing significant difference in the light of assessment choosing, administrating and(5) explaining the results of assessment and assessment actions.(6) Among the factors that affect assessment literacy of martial art teachers, only the parent’s factor is related to the overall level of assessment literacy. Other factors correlate with assessment choosing, communicating the results of assessment, ethnic and legal assessment activities.(7) The development of assessment literacy of martial art teachers requires the united efforts from the whole nation, schools and teachers.