Research On The Formative Assessment Literacy And Development Strategies Of Junior Middle School English Teacher

Educational assessment is a necessary part of teaching process and plays a guiding role in promoting the all-round development of students.With the deepening of educational assessment reform,more and more educators and researchers have paid attention to the importance of formative assessment in cultivating students’ core competence of English.Therefore,the improvement of formative assessment literacy of junior middle school English teachers is not only to adapt to the direction of assessment reform,improve students’ autonomous learning ability,but also the internal need of teachers to explore professional growth.However,there are few empirical studies in China that combine formative assessment with English teachers’ assessment literacy,and the researches lack of the combination of qualitative and quantitative methods.This study is based on the theory of multiple intelligence and developmental assessment.Firstly,through literature review,it is proposed that the formative assessment literacy of junior high school English teachers consists of four dimensions: assessment belief,assessment knowledge,assessment skills,and assessment ethics.According to the framework,the author compiled a survey questionnaire on the formative assessment literacy status of middle school English teachers,which was randomly distributed to middle school English teachers in Wanzhou District,Chongqing.And the author used SPSS26.0 to analyze the 266 valid questionnaires collected.And then,the author compiled a classroom observation scale from the perspective of observing assessment skills,and selected 7 English teachers of different teaching years,professional titles,and professional backgrounds for a total of 40 classroom observations to supplement the exploration of the current status of formative assessment literacy of middle school English teachers.Subsequently,the author interviewed these 7 teachers in order to gain a deeper understanding of the reasons for the current status of teachers’ formative assessment literacy.Finally,based on all data analysis and literature review,strategies are proposed to develop the formative assessment literacy of junior high school English teachers.Research has found that:(1)Most teachers have high levels of assessment beliefs and ethics.Teachers have a basic understanding of formative assessment,a positive attitude towards assessment,and can ensure fairness in the assessment process.(2)In terms of assessment knowledge,some teachers are unable to correctly distinguish terminology related to teaching assessment and lack practical knowledge of assessment.(3)In terms of assessment skills,some teachers lack skills in developing assessment standards,selecting assessment content,exchanging assessment results,and provide feedback.Through analysis,it is concluded that the external reasons for the current situation of formative assessment literacy of middle school English teachers are related to the examination system,school management,and normal education,while the internal reasons are related to teachers’ awareness of independent development and assessment experience.Based on the above results,this study proposes strategies for developing the formative assessment literacy of middle school English teachers from three levels:society,school,and teachers.