A Research On Primary School Teachers’ Classroom Assessment Literacy

Teacher classroom assessment literacy is the quality and accomplishment that has a significant impact on the classroom assessment activities of teachers.It is the sum of various psychological qualities required by teachers in the process of collecting classroom assessment information,interpreting classroom assessment information,and using classroom assessment results.Based on literature analysis and teacher interviews,classroom assessment literacy includes classroom assessment beliefs,classroom assessment knowledge and classroom assessment skills.Teachers’classroom assessment literacy and the gradual development of students’learning qualities are closely related to each other,which is an indispensable and important quality for teachers.This research mainly uses questionnaire survey method,teacher interview method and classroom observation method to investigate and study the classroom assessment literacy of primary school teachers,aiming to solve"what are the basic characteristics of primary school teachers’classroom assessment literacy"and"what are the influencing factors of classroom assessment literacy of primary school teachers".First of all,this study provided services for the self-designed questionnaire"Primary School Teachers’Classroom Assessment Literacy Questionnaire"through open interviews with 30 primary school teachers,and used project analysis,reliability analysis,exploratory factor analysis and confirmatory factor analysis to ensure that the reliability and validity of the questionnaires reached certain standards（internal consistencyαcoefficient=0.943,χ²/df=2.196,CFI=0.877,GFI=0.800,IFI=0.878,RMR=0.044,RMSEA=0.078）.Secondly,this study collected 336 data of the"Primary School Teachers’Classroom Assessment Literacy Questionnaire"completed by primary school teachers of different disciplines,majors,academic qualifications and professional titles,and observed 12 math class taught by teachers from different majors,academic backgrounds and professional titles.Combined with questionnaire data and classroom observations to analyze the basic characteristics of primary school teachers’classroom assessment literacy.Then,through structured interviews with 12 primary school teachers,combined with 336 pieces of data and 12 pieces of interview information,the influencing factors of primary school teachers’classroom assessment literacy were analyzed.Finally,this research discusses the relevant strategies for improving primary school teachers’classroom assessment literacy,with a view to contributing to the improvement of primary school teachers’professional literacy.Conclusions:The study found that the classroom assessment literacy of primary school teachers is generally good（M/n=4.05,T=1.667,P=0.096）,and the teacher’s classroom assessment beliefs are generally average（M/n=3.88,T=-3.748**,P=0.000）,that is,the teacher’s classroom assessment beliefs are only basically reasonable,and there are still many areas worthy of improvement.The teacher’s classroom assessment knowledge is generally good（M/n=4.07,T=1.875,P=0.062）,that is,the teacher has abundant classroom assessment knowledge,teachers’classroom assessment skills are generally excellent（M/n=4.12,T=4.025**,P=0.000）,that is,teachers can master classroom assessment skills well.Primary school teachers have different performance in each dimension of classroom assessment literacy.Primary school teachers performed best in the feedback of classroom assessment results（M/n=4.18）,and their understanding of assessment value was the weakest（M/n=3.65）.Primary school teachers of different disciplines,titles,and majors have significant differences in classroom assessment literacy and structures(T_discipline=4.411**,P_discipline=0.000;F_title=65.382**,P_title=0.000;T_major=67.237**,P_major=0.000),while primary school teachers of different educational backgrounds have no significant differences（T=0.559,P=0.572）.The influencing factors of primary school teachers’classroom assessment literacy are classified into two parts:individual factors and group factors.Individual factors mainly refer to the reasons that are caused by the teacher’s personal reasons,and will only affect the individual teachers,including teaching experience,learning experience,classroom assessment view and personality characteristics;among them,teaching experience is the primary reason,learning experience is an interactive factor,classroom assessment view is the fundamental factor,and the teacher’s personality characteristic is only auxiliary factor.Group factors mainly refer to factors that originate from the external environment and have an impact on the teacher group,including training resources,subject needs,school atmosphere and social culture;among them,training resources are the core factor,subject needs are the substantive factor,and school atmosphere is the supporting factor,social culture is the guiding factor.In short,the effective improvement of teachers’classroom assessment literacy is inseparable from the teacher’s personal awareness of independent learning,the school atmosphere that values experience sharing,and more effective learning resources and professional training.In the end,the implementation of classroom assessment in all aspects of the teacher training mechanism is to root the importance of teachers’classroom assessment literacy in the hearts of all teachers.