The Study On Senior High School English Teachers’ Assessment Literacy

In the recent 20 years,elementary education has led to great changes of foreign language concept,and the reform of assessment plays an important role in foreign language teaching reform.With the deepening of education research in academic area,researchers gradually realize the important function of assessment,and what kind of assessment will lead to what kind of teaching.In the new era,"the examination culture" based on standardized test is increasingly unable to meet the needs of the times for the training of diversified talents.The phenomenon of "score-centred" is still not eradicated,and the wind of "assessment is examination and teaching is examination" is still prevalent,which is not only conducive to the lifelong development of students,but also causes the stop of education.Therefore,under the background of the transformation of educational evaluation paradigm,the society and school have more expectations and responsibilities for English teachers’ assessment literacy.In order to carry out the assessment of promoting students’ core competencies,English teachers have to own high ability of assessment.As for the definition of teachers’ assessment literacy,which is naturally inseparable from a solid knowledge base,as well as skilled assessment skills and right assessment value.This research summarizes a four-dimensional framework of English teachers’ assessment literacy of senior high school which includes assessment belief,assessment knowledge,assessment skills and assessment ethics concluded by combing the domestic and foreign research related to teachers’ assessment literacy.And also analyze the deep meaning of every aspect.Based on this framework,questionnaire items are compiled and interviews are conducted with 130 English teachers from senior high school in Fuzhou city of Jiangxi Province.In this study,SPSS21.0 was used to analyze the quantitative data by Spearman correlation and frequency analysis,and descriptive method to analyze interview data.The results show that: Teachers’ overall assessment literacy level is average(M=3.45),teachers’ assessment concept is relatively new,which points to core competencies,but they lack of understanding of classroom assessment,and do not realize the limitations of the examination;they know well about language ability,but they know little about three aspects related to core competencies;and in the process of assessing students’ overall ability,examination is mostly used by teachers.In addition,correlation analysis shows that there is a correlation between teachers’ personal background information and teachers’ assessment literacy level.After analyzing the questionnaire data and interview results,the research found that the national test system,the evaluation course in universities and the training of teachers’ assessment literacy in the senior high school and also the efforts of teachers themselves are the reasons for the low assessment literacy of senior high school English teachers.At last,this research presents some measures to improve the assessment literacy of senior high school English teachers in China through the following ways,such as,changing the test system,improving university courses related to assessment,carrying out the training of teacher assessment,and strengthening English teachers’ professional learning.