A Study On Secondary English School English Teachers’ Assessment Literacy In Rural Areas Of Hunan Province

The English Curriculum Standard for Senior High School(2017 Edition)(Ministry of Education of the People’ s Republic of China,2017)and The Overall Plan for Deepening the Reform of Educational Assessment in the New Era points out that because of the backwash effect of teaching assessment on teaching,scientific and reasonable assessment should be carried out under the guidance of correct assessment concept in English teaching practice.It can be seen that assessment plays an increasingly important role in not only English teaching but also in all kinds of teaching.However,in the actual education and teaching assessment is often superficial.The assessment literacy of rural teachers is ignored by the public.Therefore,this study chooses the assessment literacy of secondary English teachers in rural areas of Hunan Province as the research topic.In the present study,182 English teachers from 76 different secondary schools in rural areas of Hunan Province were investigated with a questionnaire and 6 teachers were interviewed.The present study aims to answer the following two questions:1.What is the current situation of secondary English teachers’ assessment literacy in rural areas of Hunan province?2.Are there any significant differences of teachers’ assessment literacy in rural secondary school English teachers of Hunan province with regard to educational background,years of teaching,education background,teaching stage and professional titles?The results are as follows:1.The overall assessment literacy of secondary English teachers in rural areas of Hunan Province is at a relatively high level.2.And there are significant differences in assessment literacy among rural secondary English teachers with different educational background and the years of teaching.Besides,teachers’ personal learning experience and whether have normal education background have an impact on teachers’ assessment literacy.However,these secondary school English teachers face challenges when they develop their assessment literacy,such as heavy teaching tasks,time constraints,lack of professional guidance and other difficulties.In order to solve the difficulties,this study focuses on teacher professional development and puts forward three ways to further improve teachers’ assessment literacy: First,English teachers themselves should pay more attention to the study of assessment theory,maintain a balance between classroom-based assessment and examination-related assessment in teaching practice,establish the concept of life-long learning and implement it;Second,schools should appropriately ease the work arrangements of teachers,especially class advisors should be systematically and concretely trained;At last,parents should lead the kids to establish a correct conception of English learning,the goal of language learning is not just to get high test scores.