A Research On The Correlation Between Pre-service English Teachers' Assessment Literacy And Assessment Efficacy

To assess students' performance accurately and make effective teaching decisions based on assessment data is one of the most crucial contents of teacher's task.The General Senior High School English Curriculum Standard(2017)also further clarified the role of assessment in promoting learning,and stated that "teachers need to handle the relationship between teaching,learning,and assessment to achieve the purpose of promoting teaching and assessment." At present,relevant research in China started late,and both theoretical and practical studies are inadequate.The research content is mainly about the current situation investigation and factor analysis,and the research objects are mainly in-service teachers.However,research studies on pre-service English teachers' assessment literacy from the perspective of assessment efficacy almost cannot be found.Based on the actual situation of foreign language teaching and assessment in China,the study will adopt the literature review,questionnaire investigation and interview analysis to investigate the overall situation of 108 pre-service English teachers' assessment literacy and assessment efficacy.The subjects are from a double first-class normal university and an ordinary normal university.By this way,this thesis hopes to provide some practical suggestions for improving pre-service English teachers' assessment literacy.Furthermore,the assessment literacy in this study draws on Zhao Xuejing's(2014)research framework of assessment literacy which consists of assessment consciousness,assessment attitude,assessment knowledge,and assessment skills.In addition,assessment efficacy is an integral part of teachers' teaching efficacy,that is,the teacher's sense of efficacy or confidence in assessing the learning progress of students.The efficacy questionnaire draws on previous teaching efficacy and combines the "seven standards" dimensions of assessment(1990)with a slight modification by the author.This thesis focuses on three questions:(1)what is the overall situation ofpre-service English teachers' assessment literacy?(2)What is the overall situation of pre-service English teachers' assessment efficacy?(3)Is there a correlation between pre-service English teachers' assessment literacy and assessment efficacy? And how they are related with each other? Bases on the data analysis and discussion,the research results can be summarized as follows:(1)Pre-service English teachers' assessment literacy is at a low level as a whole in the research.Among them,pre-service English teachers are active in assessment attitude,individual differences in assessment consciousness are obvious,and assessment knowledge and skills are insufficient.And pre-service English teachers' assessment literacy has significant differences in educational experience while no significant differences in teaching time,assessment degree and grade level teaching.(2)The overall situation of pre-service English teachers' assessment efficacy is also at a low level,which is mainly manifested by low confidence in practical operation,and the assessment efficacy has significant differences in teaching time and educational degree.There is no significant difference in assessment experience and grade level teaching.(3)There is a correlation between pre-service English teachers' assessment literacy and assessment efficacy,and it is positive correlation.To be specific in dimensions,the author found assessment efficacy also has a mediate correlation with assessment skills,assessment consciousness and assessment knowledge,but only has a low correlation with assessment attitude.In view of the above results,this study makes recommendations from the perspective of government policy-making,university curriculum construction and pre-service English teachers' self-development to improve English learning and teaching.