A Study On Evaluation Literacy Of High School English Teachers

Evaluation is an important link in teachers’ teaching practice.To carry out evaluation at a high level requires teachers to have good evaluation accomplishment.The Standard of English Curriculum for Ordinary High School(2017 edition,2020 revision)puts forward six suggestions on the use of evaluation contents,methods,subjects and results,which reflect the evaluation concepts and knowledge that high school English teachers need to carry out evaluation practice.In this study,a research framework composed of evaluation attitude,evaluation consciousness and evaluation knowledge and ability is constructed.In the context of the new curriculum reform,focusing on the implementation of high school English teachers’ evaluation suggestions on the new curriculum standards,the specific research is:(1)To explore the current situation of high school English teachers’ evaluation literacy,whether the evaluation suggestions in the new curriculum standards can be implemented in the three dimensions of evaluation attitude,evaluation consciousness and evaluation knowledge? Especially in the classroom evaluation of the practical level of implementation? To comprehensively understand the development status of high school English teachers’ evaluation literacy.(2)What are the factors that influence the development of evaluation literacy of high school English teachers?Through questionnaire survey,interview and classroom observation,the results show that the overall level of high school English teachers’ evaluation literacy is low,they are not fully prepared for the implementation of the evaluation suggestions in the new curriculum standards,and the evaluation suggestions in the new curriculum standards have not been effectively implemented.High school English teachers have positive evaluation attitude and agree with the new curriculum standard evaluation concept;Lack of evaluation awareness: the lack of awareness of planning evaluation activities before evaluation,the lack of awareness of adjusting evaluation behavior during evaluation,and the awareness of using evaluation results after evaluation;Limited knowledge of evaluation: low knowledge and ability to select and develop evaluation methods,unbalanced internal structure of knowledge and ability,and classroom evaluation behavior tends to the evaluation content and way of examination,evaluation feedback enlightening guidance is insufficient.After analyzing the learning experience of teachers’ evaluation,it is found that the development of teachers’ evaluation quality will be influenced by the limited post-service training,the backward pre-service education evaluation curriculum,the absence of teachers’ evaluation quality in the external evaluation index,the structure of high examination questions dominated by objective questions,and the heavy work pressure.Based on the reality of Henan Province,a coherent development system covering the whole career life cycle of English teachers before,after and after service is constructed based on the evaluation suggestions of the new curriculum standards.Pre-service training stage,optimize the evaluation curriculum in teacher education;In the process of entry,we should improve the setting of questions for the evaluation of quality in the high school English teacher qualification examination.