Investigation And Research On The Evaluation Literacy Of High School English Teachers Under The Background Of The New Curriculum Standard

In recent years,the global educational evaluation paradigm has changed,and educational evaluation has deeply influenced the development direction of education.In the field of basic education,under the dual requirements of deepening curriculum reform and promoting evaluation reform,the development of teachers’ evaluation quality is particularly important and urgent.Teachers’ evaluation is an important component for effective implementation of teaching.Teachers play the role of designer and operator in the evaluation.They occupy a very important position in the evaluation process,and also assume important responsibilities.In October 2020,The State Council issued the Overall Plan for Deepening the Reform of Educational Evaluation in the New Era,which proposed that teachers must strengthen their educational evaluation ability and improve their professional quality.The English Curriculum Standards for Senior High School(2017 edition,2020revision)emphasize that assessment is an essential part of the English curriculum.It emphasizes diversified evaluation subjects,evaluation methods and contents,multi-dimensional evaluation objectives,and adopts a combination of formative evaluation and terminal evaluation.At the same time,this standard also reminds teachers to pay attention to the feedback effect of evaluation results,and adjust teaching plans and improve teaching methods in time according to the feedback content.In view of the important role of assessment literacy of English teachers in teaching,learning and evaluation,this study bases on the new requirements of The English Curriculum Standards for Senior High School(2017 edition,2020 revision),applies educational evaluation theory and teacher professional development theory,focuses on the current situation of assessment literacy of English teachers in high school,and selects English teachers from five senior middle schools in Ningxia as the research subjects.By means of questionnaire,interview and classroom observation,quantitative and qualitative research methods are adopted to investigate and study the assessment literacy of high school English teachers in Ningxia,aiming to understand the current situation,existing problems,causes and realistic demands of the assessment literacy of high school English teachers in Ningxia.Through data statistics and analysis,this study finds that high school English teachers’ evaluation literacy mainly has some problems,such as low attention to parents’ evaluation,insufficient attention to evaluation methods,deviation in understanding of evaluation validity,evaluation methods dominated by traditional tests,and lack of effectiveness of evaluation experience.The reasons are the guiding role of the examination system,the lack of evaluation of teachers’ quality,the limitations of evaluation training,and the differences of teachers’ personal teaching experience and teaching ability.Therefore,the paper proposes a series of countermeasures and suggestions to improve the assessment literacy of high school English teachers.For example,further improve the guiding role of examination system for evaluation;Provide relevant training to improve teachers’ evaluation quality;Updating the content of teacher evaluation literacy training;Change evaluation concept;Active independent learning to stimulate endogenous motivation;Pay attention to the diversity of evaluation methods.