Foreign Language Teachers’ Assessment Literacy In Universities And Its Development Strategy From The Perspective Of Assessment For Learning

Assessment literacy(abbreviated as AL)plays an important role as a bridge in teaching and learning,which deserves great attention and in-depth study.Through questionnaires and semi-structured interviews,this study adopted the mixed method of combining qualitative and quantitative approach,aiming to investigate and analyze the perception and the real classroom experience of foreign language(abbreviated as FL)teachers’ AL from the dual perspective of teachers and students in universities.Based on the comparative analysis of the gap between teachers and students’ perception of FL teachers’ AL and their practical experience,the study is expected to provide some proposal and strategies for promoting the development of FL teachers’ AL.This study used the wjx(Wenjuanxin)online survey channel to distribute 740 student questionnaires and 250 FL teacher questionnaires,of which 727 and 241 were valid questionnaires.Among them,8 teachers were interviewed semi-structured to clarify and supplement the related information on the questionnaires.Through the integrated analysis of all the data of questionnaires and interviews,this thesis describes and analyzes the concept understanding,practical experience and application of both FL teachers and learners to teachers’ AL in classroom teaching from seven dimensions: assessment attitude,assessment purpose,assessment subject,assessment content,assessment strategy,assessment feedback and application of assessment results.The research shows that in terms of assessment attitude,the majority of teachers and students affirmed the necessity of FL teachers’ AL and asserted that students should be assessed with an objective and fair attitude with the comprehensive consideration;in terms of assessment purpose,although more than half of teachers and students believe that the classroom assessment of foreign language teaching should achieve the dual purpose of “promoting learning” and“promoting teaching”,there are still one third of them regard promoting students’ learning as the sole purpose;in terms of assessment subjects,FL teachers still dominate the main position in the process of assessment in classroom;in terms of assessment content,both teachers and students regard learning attitude as the main aspect of assessment content in perception,but attach much more importance to learning outcomes in practice;in terms of assessment strategy,FL teachers and students are in favor of answering questions and class attendance in perception,but in practice,they use final exams as the main assessment strategy;in terms of assessment feedback,feedback is usually in written and oral form;in terms of the application of assessment results,FL teachers usually use it as the supplement to the students’ final exam and as the way to test their teaching effect.Based on the above findings,the basic conclusions of the study are: Firstly,teachers and students have a positive attitude towards the FL teachers’ AL in universities on the whole,and their concept willinteract with their practice or experience.Secondly,a certain gap exists between FL teachers’ professional knowledge about AL and their assessing skills,which means that a FL teacher with sound AL is not necessarily a qualified assessment literate.Thirdly,the majority of FL teachers still regard final exam as the criterion to assess students’ academic performance.Fourthly,it needs the collaboration of teachers,students and external environment to improve the high-quality development of FL teachers’ AL.Based on a large-scale questionnaire survey and a certain range of interviews,this study describes and analyzes in depth the perception and experience of FL teachers’ and learners’ toward FL teachers’ AL in universities,and puts forward the corresponding development strategies.To some extent,it not only expands the research group and content dimension of teachers’ AL,but also innovates the research perspective of teachers’ AL.It is also helpful to provide some practical reference and enlightenment for the improvement of FL teachers’ AL and finally to improve the assessment effect of FL teachers’ classroom teaching.