Research On The Development Of Primary School Head Teachers’ Assessment Literacy

With the advancement and development of quality education,the reform of student evaluation,as an important grasp to improve the quality of education and promote the development of students,has been paid more and more attention in the field of education.As the organizer of the class work and the main caregiver of the students’spirit,the student evaluation activities of the head teacher are embedded in the daily education management of the class,which is an important factor to promote the construction of the class and the development of the students.Compared with general subject teachers,head teachers shoulder more important responsibilities in student evaluation.In order to promote students’quality development and healthy growth more effectively,teachers in charge of a class must have a high level of students’ evaluation literacy.Therefore,it is necessary to construct a theoretical and Empirical Study on the evaluation literacy of head teachers.This study takes primary school head teachers as the research object.It mainly discusses the connotation,current situation,problems and promotion strategies of head teachers’evaluation literacy.Firstly,on the basis of sorting out and analyzing the existing research,this study takes the theory of professional development of head teachers,the theory of multiple intelligences,the theory of developmental student evaluation and the theory of individual literacy structure theory as the theoretical basis,and combines the particularity of primary school head teachers in the aspect of evaluation literacy,constructs a framework of primary school head teachers’evaluation literacy,which focuses on Evaluation attitudes,evaluation awareness,evaluation knowledge and evaluation skills.Secondly,Based on the structural framework of teacher-in-charge’s evaluation of literacy,this study compiled the Questionnaire of Primary School Teacher Evaluation Literacy,and investigated the evaluation literacy of 328 primary school teachers,mainly in Hubei Province.The survey results show that there are some problems in primary school head teachers’evaluation literacy,such as unbalanced internal development of evaluation literacy,achievement orientation of evaluation concept,blindness of evaluation consciousness,great differences in mastery of evaluation knowledge,lack of evaluation skills and limited role of evaluation experience.There are many reasons for the above problems,the internal reasons are mainly manifested in teachers in charge of classes aim at external evaluation,neglect students’subjectivity,lack of professional development consciousness and lack of evaluation experience;the external reasons are mainly manifested in the unreasonable way of evaluation of head teachers in schools,the lack of pre-service education evaluation curriculum,the lack of in-service evaluation training and the lack of a good evaluation ring.Finally,on the basis of the problems and reasons,the following development suggestions are put forward:First,to build an internal support system for the development of teacher evaluation literacy.It mainly includes promoting the value identification of evaluation,strengthening the sensitivity of evaluation and reiterating the practicality of evaluation.The second is to build a school support system for the development of teacher evaluation literacy,including the establishment of a "virtuous"teacher evaluation system,the creation of a good evaluation environment,school-based training of teacher evaluation literacy and evaluation-oriented teacher teaching and research activities.Thirdly,we should construct a government support system for primary school head teachers,evaluation literacy,including formulating a guarantee system for head teachers’evaluation literacy,strengthening the training of head teachers’evaluation ability,and promoting the exchange and flow of head teachers among regions.