Investigation On Specialized Course Teachers' Teaching Assessment Literacy Of Secondary Vocational Schools In Tianjin

Teaching assessment literacy is an important part of the professional development of specialized course teachers in secondary vocational school.Teaching assessment literacy directly affects the exertion of teachers' other professional abilities.Therefore,it is of great significance to investigate the teaching assessment literacy of specialized course teachers in secondary vocational school.The main work and results of the survey and research on teaching assessment literacy of specialized course teachers in secondary vocational school is as follows:First of all,through the introduction,the research on teachers' teaching assessment literacy at home and abroad has been comprehensively combed,the definition of teaching assessment literacy of specialized course teachers in secondary vocational school has been clarified,and based on the theory of teaching assessment literacy,the basic framework of teaching assessment literacy for specialized course teachers in secondary vocational school has been established.There are three parts: evaluation consciousness,evaluation attitude and evaluation skills.Secondly,based on the framework of teacher teaching assessment literacy,considering the teaching evaluation characteristics of specialized course teachers in secondary vocational school,the Questionnaire for Teaching Assessment Literacy of Middle School Teachers in China was adapted,and the questionnaire for teaching assessment literacy of specialized course teachers in secondary vocational school was initially determined.Thereafter,the questionnaire was predicted,and statistical analysis was performed using SPSS19.0.The items were screened through item analysis,and a total of 5 questions were deleted.Analysis of the reliability and validity of the questionnaire showed that the reliability of the questionnaire was high and the validity was good.Therefore,the revised initial questionnaire was used as a formal questionnaire for teaching assessment to investigate 200 specialized course teachers in Tianjin secondary vocational school.Thirdly,the results of the survey on the teaching assessment literacy of specialized course teachers in secondary vocational school were analyzed and discussed.Among them,teaching assessment literacy of specialized course teachers in Tianjin secondary vocational school is generally good;the evaluation consciousness is higher than the general level,but the conscious evaluation is lacking;the evaluation skills are relatively high,and they can reasonably design evaluation goals,use evaluation methods flexibly,and interpret evaluation results from multiple perspectives,but Insufficient performance in the use of evaluation feedback;evaluation attitudeis good,and performs well in terms of cognition,emotion,and behavioral tendencies;in terms of demographic variables,whether there is education measurement and evaluation learning or training experience specialized course teachers in Tianjin secondary vocational school is different in teaching evaluation literacy and in various dimensions;specialized course teachers with a teaching age of 11-20 years are higher than specialized course teachers with a teaching age of 21 years or more and less than 10 years;specialized course teachers with higher professional titles have a better teaching evaluation attitude than that of specialized course teachers without professional titles,junior titles and intermediate titles;There are no differences in teaching assessment literacy of specialized course teachers in Tianjin secondary vocational school in terms of gender,job position,and whether they are double teachers.Finally,based on the results of the survey and analysis,the following suggestions are made:Improve professional standards for secondary vocational teachers and professional standards of vocational and technical normal education;incorporate educational evaluation courses into the pre-service vocational teacher education curriculum system;strengthen post-service training for in-service teachers;and use information technology Evaluation tools to improve the effectiveness of using evaluation feedback;Create an evaluation environment and atmosphere,and increase the awareness of independent evaluation.