| The reform of English education curriculum necessitates an adjustment made to English teaching philosophy.As a determining factor in the effectiveness of English education curriculum reform,the methods of evaluation are essential for the realization of English teaching philosophy.For English teachers,it is a necessity to integrate the relevant comprehensive literacy during the course of classroom teaching,especially those in relation to the literacy of classroom assessment in three aspects: the concept,knowledge and skills of classroom assessment.Nonetheless,despite a theoretical framework constructed in the current research on this respect for the classroom assessment literacy of English teachers working in colleges and universities,fewer of them pay attention to exploring the classroom assessment literacy of senior high school English teachers working in the field.What is significant to shaping the efficient classroom teaching lies in whether senior high school English teachers themselves can have an improved understanding of classroom assessment concepts and enhance their practical skills in classroom assessment,which is essential for maximizing the efficiency of students’ learning and enhancing the professional competence of teachers.In this sense,it is essential to explore the literacy of senior high school English teachers in classroom assessment.According to the research findings on the evaluation of developmental education and the construct of classroom assessment literacy among English teachers,questionnaire,classroom observation and interview methods are adopted in combination in this thesis to investigate 130 senior high school English teachers working in Dezhou City,Shandong Province,so as to solve the following three research questions.Firstly,how well do senior high school English teachers perform in classroom assessment literacy? Secondly,what are the influencing factors for classroom assessment literacy of senior high school English teachers? Lastly,how could the classroom assessment literacy of senior high school English teachers be improved?The findings are as follows.Firstly,the overall level of classroom assessment literacy is average(M=3.45)among senior high school English teachers.Despite having higher classroom assessment skills(M=4.02)and general classroom assessment concept(M=3.61),teachers lack the knowledge(M=2.73)in relation to classroom assessment.Furthermore,there are self-evident gender disparities between gender and teachers’ concept,knowledge and skills of classroom assessment,with male teachers outperformed by female teachers on all dimensions.With various educational backgrounds and professional titles,teachers show significant differences in the dimensions of concept and knowledge about classroom assessment.The teachers with master’s degrees outperform the teachers with bachelor’s and college degrees on the concept of classroom assessment.Besides,middle school senior teachers and first-grade teachers outperform second-grade teachers in all respects.Ultimately,signal differences are observed as well between teaching age and teachers’ concept and skills in classroom assessment,with the teachers in the development period outperforming other teachers in respect of classroom assessment concept and classroom knowledge.Secondly,the influencing factors in the classroom assessment literacy of teachers include both internal and external ones.To be specific,the internal influencing factors in the classroom assessment literacy of senior middle school English teachers include their personal learning experiences,teaching abilities,teaching practices and teaching experiences,while the external factors involve students’ performance,external examinations(college entrance examinations),school training and the concerns of parents,all of which could impact on the advancement of classroom assessment literacy among senior middle school English teachers.Thirdly,the improvement of classroom assessment literacy among senior high school English teachers can be achieved from two perspectives: teachers and schools.On the one hand,teachers are expected to be proactive in updating their own classroom assessment concept,fostering and enhancing their knowledge and skills in classroom assessment.Besides,they should be encouraged to make improvement in classroom assessment literacy.On the other hand,schools ought to create the favorable external conditions by offering courses on classroom assessment for teachers at the pre-service learning stage,with training activities launched in the post-service teaching period.This is substantial to cultivating classroom assessment literacy for teachers.The above findings are expected to provide a valuable reference for both senior high school English teachers and teaching administrators.However,due to the constraints on time and conditions,the sample size of the survey was overly small,and the applicability of the findings is worthy of further improvement in the future. |
