A Study On Junior High School English Teachers’ Classroom Assessment Literacy

“English Curriculum Standards for Compulsory Education”（2022edition）emphasizes that teaching assessment should run through the whole process of English course teaching and learning,and assessment is an important means to monitor the teaching process and teaching effect in a timely manner.At the same time,with the new round of curriculum reform,not only new requirements are put forward for curriculum and teaching,but also higher requirements for assessment.Teachers,as designers and operators of classroom assessment activities,are endowed more responsibilities and expectations.Therefore,the improvement of classroom assessment literacy by junior high school English teachers is not only to comply with the requirements of curriculum reform and to adapt to the transformation of assessment paradigms,but also to achieve the internal needs of teachers self-professional development.At present,although there are many studies on classroom assessment literacy of teacher groups,there are relatively few studies on teachers’ classroom assessment literacy in English subjects in the junior high schools.This study takes 135 English teachers of different grades from six junior high school in Taiyuan,Shanxi Province as the research participants,and 7 of them are interviewed.Questionnaire and interview are used as two research instruments.The collected data are summarized and analyzed through SPSS26.0,and the following research questions are answered: 1.What is the status quo of junior high school English teachers’ classroom assessment literacy? 2.Are there any correlations among the different dimensions of the classroom assessment literacy of junior high school English teachers? 3.What factors may affect English teachers’ classroom assessment literacy?The research results show that: 1.The overall classroom assessment literacy of junior high school English teachers is at an average level.Junior high school English teachers relatively possess rich classroom assessment experience and positive assessment attitude,but lack of classroom assessment knowledge and skills to a certain extent.2.Pearson correlation analysis shows that there is no correlation between junior high school English teachers’ classroom assessment experience and classroom assessment knowledge and skills（p=0.844>0.05）,but there is a positive correlation between classroom assessment attitude and classroom assessment knowledge and skills（p=0.004 < 0.05）,indicating that the more positive attitude of junior high school English teachers have in classroom assessment,the higher the level of assessment knowledge and skills will be.The independent sample T test and one-way analysis of variance show that there are differences in classroom assessment knowledge and skills among junior high school English teachers with different education backgrounds and teaching ages,but there is almost no difference in different professional titles.3.The factors that affect junior high school English teachers’ classroom assessment literacy include external factors such as the national system and talent selection system,the concept of social employment and school’s assessment standards for teachers,as well as internal factors such as teachers’ internalization of new assessment concepts and weak awareness of teachers’ own assessment literacy.Based on the above research results,the author puts forward specific suggestions for improving the literacy of classroom assessment of junior high school English teachers from three aspects: the nation,the school and the teacher.The significance of this study is to provide guidance materials for relevant departments to carry out educational assessment reform through the analysis of the status quo of junior high school English teachers’ classroom assessment literacy,the exploration of influencing factors and the proposal of relevant suggestions.At the same time,promoting junior high school English teachers to internalize the concept of classroom assessment into their teaching behaviors will help teachers develop their classroom assessment literacy,thereby further improving teaching quality and efficiency.