Study On The Cognition Of Vocational School Teachers On Assessment

The state attaches greater and greater importance to Vocational Education,the career development of teachers in vocational schools has also been put forward and studied.Based on the influence on teachers’ career development brought by teachers’cognition of assessment,the cognition of teachers in vocational school is explored and studied in the paper.Literature review is adopted first in the research,20 teachers in vocational school are selected as objects in the preliminary stage to accomplish open questionnaire,and deep interview is conducted with 8 teachers,dimension and structure of vocational school teachers’ cognition of assessment are constructed from the perspective of personality traits,attribution style,self-efficacy,work motivation and teaching expertise on the basis,and the scale of vocational school teachers’ cognition of assessment is formulated;the reliability and validity of the data obtained from the formal questionnaire are analyzed through predication after item analysis and exploratory factor analysis;a questionnaire survey of 394 vocational school teachers which are selected is conducted,SPSS20.0 software is adopted to conduct data processing,the following conclusion is made:1.Vocational school teachers’ cognition of assessment still has great room for improvement and improvement,and teachers in vocational school have a good sense of self-efficacy while insufficient working motive;2.There are significant gender differences in the assessment cognition of teachers in the vocational School,the cognitive evaluation of female teachers in the vocational school is significantly higher than that of male teachers in the vocational school;3.Teachers in the vocational school cognitive assessment have significant differences in teaching age and professional title;4.Teachers in the vocational school cognitive assessment don’t have significant difference in educational background.Finally,suggestions and solutions from school,society and teachers are put forward in this paper to make contributions to perfecting the assessment system of vocational school and improving examination service to the development of teachers in vocational school.