An Action Research On The Development Of Teacher Assessment Literacy In Junior High Schools Under Core Competencies

Under the background of core competencies,the curriculum reform has been deepened,and a series of relevant education policies have been introduced.Improving junior middle school English teachers’ assessment literacy is an active response to teachers’ professional development and the cultivation of students’ core competencies under the current realistic demands and policy requirements.Therefore,under the background of core competencies,how to improve the assessment literacy of junior middle school English teachers has become one of the important topics of current English teaching and research.In order to explore the improvement of the assessment literacy of junior middle school English teachers under the background of core literacy,this study is based on the "evidence-centered" design theory,the fourth-generation evaluation theory and Bloom’s taxonomic theory of educational objectives tries to construct and apply an assessment literacy model after the investigation on the junior high school English teachers’ current assessment literacy.It means to solve the following questions:(1)What’s the current situation of English teachers’ assessment literacy in junior high school under the background of core competencies?(2)How is English teachers’ assessment literacy structure model constructed in the current situation?(3)How is teachers’ assessment literacy cultivated according to the model under the background of core competencies?According to the procedures of action research,this study investigated the current status to identify the problems of English teachers’ assessment literacy in junior middle schools in G City by questionnaire.Investigation results show the problems in the assessment literacy of English teachers in junior high schools,such as incomplete assessment information,less opportunity for students’ participation,single assessment methods and the assessment results lacking of evidence about core competencies.In order to solve the problems mentioned above,this study tries to build an assessment literacy model for junior middle school English teachers.Based on the model,in the three stages of “ before class,in class and after class”,teachers develop their assessment literacy in seven aspects: understanding assessment purpose,formulating assessment objectives,selecting assessment methods,improving students’ participation,collecting assessment information,communicating and applying assessment results and self-reflecting.There are two rounds of action research.The first-round of action research focus on developing teacher assessment literacy strategy based on the preliminary model.It mainly includes studying the curriculum standards,teaching material analysis,students analysis,students’ participation,setting standards,designing activities,teaching decision,homework design,communicating result and self-reflecting.The second-round of research takes optimizing the strategy for improving teachers’ assessment literacy as the goal.On the basis of the first round of action research,the assessment system is used to assess teaching content and students and determine the assessment focus.After two rounds of action research,it is found that teachers have improved in understanding,practicing and managing assessment.Therefore,it further explains that the structural model of assessment literacy in this study is feasible and effective.And it also provides certain reference and practical value for the improvement of assessment literacy of junior middle school English teachers under the background of core competencies.