Research On The Evaluation Literacy Of High School English Teachers Based On The Cultivation Of Subject Core Literac

Teachers’ assessment of students is indispensable,which plays a significant role of adjustment,monitoring and feedback in the teaching process,and helps to achieve the teaching effect.Teacher assessment literacy is the professional assessment quality and ability necessary for teachers to evaluate students,and it is an important educational professional skill that teachers must possess.Recently,extensive attention has been attracted to the cultivation of English subject core literacy.The continuous improvement of students’ core literacy indirectly requires teachers to improve their assessment literacy.In order to effectively develop the core literacy of students in the process of education,the important role of teacher assessment literacy must be brought into play.Therefore,teacher assessment literacy from the perspective of core literacy is worth studying.This study is guided by teacher professional development theory,evaluation development theory and Gardner’s multiple intelligences theory,using the questionnaire survey,classroom observation and interview method comprehensively,to discusses the currently existing problems of high school English teacher assessment literacy and analyze the factors affecting teacher assessment literacy.The research will focus on the following two questions: how is the current development of high school English teachers’ assessment literacy in Weifang,and what are the factors which mainly affect the assessment literacy of high school English teachers.After detailed investigation and analysis,it is found that:Firstly,The overall assessment literacy level of English teachers in Weifang is at the average level.From the perspective of teachers’ self-assessment,teachers have positive awareness of assessment,correct attitude of assessment and high-level assessment skills,but they lack assessment knowledge.Most of the assessment methods used by teachers are traditional summative assessment methods such as examination and in-class tests.Besides,teachers have weak awareness of developing assessment tools independently and they pay too much attention to grades and scores.What’s more,teachers lack understanding of the basic principles and knowledge of language testing.From the perspective of others’ evaluation,teachers have positive awareness of assessment,correct attitude of assessment,which is consistent with the results of teachers’ self-evaluation.However,The performance of assessment skills in actual classroom evaluation is poor,which is inconsistent with teachers’ self-evaluation.In addition,it is found that teachers generally pay too much attention to students’ scores and grades;Teachers pay too much attention to the evaluation of students’ basic language knowledge such as grammar and word spelling,while ignoring the evaluation of students’ language application ability;They often use inappropriate assessment method and they don’t think students is the subject of assessment.Secondly,high school English teachers’ assessment quality is mainly influenced by Internal factors of teachers themselves and external factors.Internal factors mainly include the following: teachers lack of pre-employment assessment knowledge learning and in-employment assessment training,and teachers lack awareness and initiative in evaluating students’ English core literacy.The external factors mainly include the influence of the examination system and external assessment environment such as the influence of students’ parents,schools and society,and the influence of the imperfect assessment system of evaluating core literacy.Based what the research founded,the researchers bring forth various proposals on the development of teachers,hoping teachers to attach great importance to their assessment literacy,to actively improve their own language assessment literacy and to promote the cultivation of students’ English subject core literacy.