A Study On EFL Teacher Decision-Making In Junior High School Based On Diagnostic Tests

Teachers can obtain necessary feedback information,and make targeted teaching decisions from the periodic achievement test with diagnostic function.In the process of teacher decision-making,teachers need to accurately analyze and interpret the test results of students,which also shows that teachers’ decisions reflect their assessment literacy in analyzing and interpreting the test results.According to Wilen(2009)and Song Deyun’s(2008)classification and framework of teaching decision-making,this study explores the features and differences of teacher decision-making through the analysis and interpretation of the results of a diagnostic test,and attempts to obtain corresponding enlightenment to promote teacher decision-making ability and assessment literacy.This study aims to answer the following questions through a comparative analysis of teachers at different development stages:(1)What decisions are made by English teachers in junior high school based on a diagnostic test?(2)What are the features and differences of decisions made by English teachers in junior high school based on a diagnostic test?(3)Why do English teachers in junior high school make different decisions based on the same diagnostic test? This paper mainly adopts the qualitative research method.Six English teachers from Chengdu X Middle School are selected as the research participants of the case study.Through the analysis of their teaching plans,classroom observations and interviews,the following conclusions are drawn:(1)Teachers have common features in teacher decision-making.First of all,the results of the diagnostic test would guide teachers to make targeted planning decisions,of which the guidance on teaching objectives is the most direct.Secondly,the results of the diagnostic test guide teachers to make targeted interaction decisions mainly at the study stage of a lesson.Thirdly,in the evaluation decision-making,teachers usually reflect on their teaching design and their follow-up teaching.(2)Teachers have individual differences in constructing teaching decisions.First,in the planning decision-making,teachers vary in their dependence on test results.Secondly,the frequency and moment of interaction decision-making based on diagnostic test results varies from teacher to teacher.Thirdly,teachers present different teaching reflection consciousness in the process of making evaluation decisions,and consider different factors when thinking about follow-up teaching.(3)These differences are mainly related to teachers’ attitude towards diagnostic tests and their own learning experiences.The research shows that teachers at different stages of development pay different attention to diagnostic tests,which leads to different teaching decisions based on the test results.In addition,teachers’ learning experiences also lead to individual differences in teacher decision-making.Expert lectures and joint teaching and research activities are the most effective ways to acquire the knowledge and ability related to assessment or testing for teachers.Based on the above research conclusions,this study also puts forward suggestions to improve teacher decision-making and assessment literacy,so as to provide valuable career development paths for front-line teachers.