The Survey Study On Senior High School English Teachers’ Assessment Literacy

The English teachers’ assessment literacy,a competence which is essential to teachers,is currently receiving an increasing amount of attention in literature on second language teaching.The first concept of“assessment literacy” was proposed by American scholar Rick Stiggins in an article titled “Assessment Literacy”,who posited that assessment literacy included teachers’ comprehension of what assessment methods to use and when to use them in order to gather reliable achievement information or data of students.Nevertheless,the contemporary study has given priority to the constitution of teachers’ assessment literacy and how to improve it which lacks the research of the current situation of the senior high school English teachers’ assessment literacy.Therefore,this research aims to study the present situation of the senior high school English teachers’ assessment literacy and specialize the assessment literacy in English.Besides,the results of study contribute to,from the theoretical perspective,enrich and refine the frame construction of lecturers’ assessment literacy.From the practical perspective,the research comparatively will facilitate the English teachers’ assessment literacy and improve their professional development.The research questions are listed as below: 1.How is the generallevel of senior high school English teachers’ assessment literacy ? 2.Are there any education degree differences,position differences and years of teaching differences exist in senior high school English teachers’ assessment literacy? 3.What are the factors that may affect senior high school English teachers’ assessment literacy?The questionnaire and the face-to-face interview underpin the study by empowering the construct to be researched from different perspectives.And the 92 subjects are English teachers who are enrolled as participants in 5 different senior high schools of middle and western part of the inner Mongolia Autonomous Region.And the follow-up group and individual interviews are conducted with the 10 respondents who had answered the questionnaire.Findings from the study reveal that: 1.The senior high school English teachers’ assessment literacy is at average level.However,teachers relatively posses positive and active assessment philosophy and assessment ethnic,but they are roughly short of assessment knowledge and skill.2.There is a significant difference in assessment literacy between graduate teachers and undergraduate teachers,especially in the assessment knowledge and skill.In addition,there is no position difference among all the participants and the assessment literacy is varied by the years of teaching.3.The internal factors of pre-service and in-service training and experience together with the external factors of theschool,colleague and teacher themselves may affect senior high school English teachers’ assessment literacy.Finally,the author puts forward the practical suggestions for pedagogy and how to improve teachers’ assessment literacy from the perspectives of the school,the New National Curriculum and the teacher.