| Based on theories of teacher professional development and teacher self-efficacy,this research examines the status quo of teachers’ assessment literacy and teachers’ assessment efficacy and their relationship from the perspective of senior high school English teachers’ assessment efficacy,and it also makes feasible suggestions for promoting the development of high school English teachers’ assessment literacy.This research focuses on three aspects including the current level of assessment literacy among senior high school English teachers,the level of assessment efficacy of senior high school English teachers,and the relationship between assessment literacy and assessment efficacy among senior high school English teachers and how the relationship is manifested.In order to address the above research questions,this research investigated English teachers in five high schools in Fujian Province through both questionnaire and interview.After the questionnaire survey,the results shows that the assessment literacy of senior high school English teachers is generally at an intermediate level,with teachers showing positive attitudes towards assessment and poor performance in terms of assessment knowledge.There are significant differences between teachers’ assessment literacy and teachers’ educational degree,professional title and language assessment training experience,and no significant differences with teachers’ gender and teaching experience.Senior High school English teachers’ assessment efficacy is at an intermediate level,with teachers performing better in selecting assessment methods and analyzing assessment results,and less well in designing assessment programs.There is also a significant difference between teachers’ assessment efficacy and teachers’ education,with teachers with higher education having a higher assessment efficacy.There are no significant differences between teachers’ assessment efficacy and their gender,teaching time and professional title.The correlation between senior high school teachers’ assessment literacy and assessment efficacy is found to be highly positive,and there is also a high correlation between assessment efficacy and the three dimensions of assessment literacy,namely,assessment attitude,assessment knowledge and assessment skills,indicating that assessment literacy and assessment efficacy interact with each other.This finding contributes to the study of new perspectives to improve teachers’ assessment literacy.In addition,the interview results suggest that teachers use a single assessment method in their daily teaching and that there is a greater need for language assessment training among the teacher community.Based on the above findings,this research puts forward corresponding suggestions for the development and enhancement of senior high school English teachers’ assessment literacy.Firstly,theoretical research on teachers’ assessment literacy should be strengthened and a framework for the content of foreign language teachers’ assessment literacy should be constructed.Secondly,an environment for the development of teachers’ assessment literacy should be created to reduce unnecessary interventions in teachers’ assessment activities and to realize the independent development of teachers’ assessment literacy.At the same time,it is important to build a comprehensive training system for teachers’ assessment literacy,to focus on teachers’ developmental needs and to increase training opportunities for pre-service and in-service teachers.Finally,teachers’ self-belief is crucial.To this end,teachers should take the initiative to stimulate their own sense of assessment efficacy,learn the latest educational assessment concepts,strengthen their own assessment skills and improve their theoretical literacy. |
