| Assessment literacy is a new term that has been put forward since 1990s.Nowadays assessment literacy has been considered as a part of professional development of teachers across many parts of the world.While research about assessment literacy started relatively late in China.In the new round of basic education reform,the field of teacher evaluation has received unprecedented attention.Therefore,teachers’ assessment literacy has become a hot topic of research with the tide of reform.According to the literature review,the domestic studies mainly focus on the frame structure of teachers’ assessment literacy.Some studies focus the assessment literacy of English teachers who are teaching English in colleges and universities.There is a dearth of researches on the assessment literacy of English teachers in senior high school or junior high school.So the present study aims at investigating the current situation of Xiangxi Autonomous Prefecture junior middle school English teachers’ assessment literacy level.Quantitative and qualitative research methods are adopted in this study.The quantitative data is collected through questionnaire distribution and the qualitative data is collected through semi-structured interview.By combining the characteristics of English subject with the components of language assessment literacy,this study tries to put forward feasible strategies for improving junior middle school English teachers’ assessment literacy.The present study is guided by the following three questions:1:What is the current situation of junior middle school English teachers,assessment literacy?2:What are the limiting factors that impede the development of English teachers’assessing literacy?(This question is subsequently divided into four sub-questions)(1)What is the relationship between assessment attitude and assessment literacy level?(2)What is the relationship between assessment experience and assessment literacy level?(3)What is the relationship between teachers’ background characteristic and teachers’ assessment literacy level?3:What are the effective strategies for improving English teachers assessment literacy?The results show that:1)The overall assessment literacy level of junior high school English teachers in Xiangxi Autonomous Prefecture is low;2)There is actual correlation between teachers’ assessment attitude and assessment literacy level.Teachers hold positive assessment attitude tend to score higher in assessment literacy;3)the teacher assessment experience is divided into five dimensions(pre-service assessment courses;on-the-job training;self-reading assessment books;assessment scientific research project;exam paper designing).The statistical results show that teachers who have read assessment books by themselves or those who have participated in assessment scientific research project have higher level of assessment literacy;4)The background characteristics of teachers are divided into two dimensions(including teacher education background and teacher responsibility background).The statistical results show teacher education degree and English proficiency level,as well as the types of college have little effect on teachers’ assessment literacy level;English teachers,who served as head teachers,generally have higher level of assessment literacy.Based on the data analysis on the questionnaire and the analysis of interview results,this study delves into the external and internal factors that hinder the development of junior middle school English teachers’ assessment literacy,and then the author put forward some feasible strategies to improve teachers’ assessment literacy.The strategies including two aspects:one is outside supports,the other is for teachers themselves.Supports from outside included:perfecting English examination system,providing systematic training program;suggestions for teachers themselves included:changing the traditional assessment beliefs,and strengthening their theoretical study and practical application ability. |
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