A Comparative Study On The Evaluation Literacy Of Public And Private Kindergarten Teachers In L City

Significant changes have taken place in the field of educational evaluation in China with the continuous development of educational reform.In 2020,the Central Committee of the Communist Party of China and the State Council issued the "Overall Plan for Deepening the Reform of Education Evaluation in the New Era",making education evaluation a hot topic in school education and teaching reform and research.Education evaluation is the "baton" of education and teaching work,and an important link in modern education management.Teachers are the main implementers of early childhood development evaluation work,and their evaluation literacy is the core of implementing early childhood development evaluation activities.Based on this,this study takes teachers from public and private kindergartens in 7 districts of L city as the research object.By distributing the "L city preschool teacher evaluation literacy survey questionnaire" and combining semi-structured interviews,the evaluation literacy of preschool teachers in public and private kindergartens in L city is compared and the differences in factors are analysed.Suggestions for improving the evaluation literacy of teachers in public and private kindergartens in L city are proposed.Through the distribution of 526 questionnaires to public kindergarten teachers and 544 questionnaires to private kindergarten teachers,this study found that in terms of evaluation literacy,public kindergarten teachers are significantly better than private kindergarten teachers in terms of evaluation attitudes,evaluation skills,evaluation awareness,and overall level of evaluation literacy.In terms of evaluation knowledge,there is no significant difference between teachers in public and private kindergartens.In terms of evaluation experience: Public kindergarten teachers who have experience in pre-service training,in-service training,self-directed learning,project or project research,and self-designed solutions related to evaluation are significantly better than those who do not have these evaluation experiences.Private kindergarten teachers who have experience in pre-service training,in-service training,self-directed learning,project or project research,and self-designed solutions related to evaluation are significantly better than private kindergarten teachers who do not have these evaluation experiences.In terms of demographic variables: gender and age factors have no significant difference on the overall level of evaluation literacy of teachers in public kindergartens,while teaching age and educational background factors have significant differences on the overall level of evaluation literacy of teachers in public kindergartens;gender,teaching experience and educational background factors have no significant differences on the overall level of evaluation literacy of private kindergarten teachers,while age factors have significant differences on the overall level of evaluation literacy of private kindergarten teachers.Through questionnaire survey data and teacher interviews,the factors that influence the differences in evaluation literacy of teachers in public and private kindergartens are analysed from three levels.The evaluation literacy level is mainly influenced by the evaluation attitude,skills and awareness of private kindergarten teachers;the evaluation experience is mainly influenced by kindergartens and the government;in terms of demographic variables,it is mainly influenced by the teaching age and educational background of teachers in public kindergartens and the age of teachers in private kindergartens.The following suggestions are made through the analysis of teachers’ evaluation literacy,evaluation experience and demographic variables in public and private kindergartens.In terms of evaluation literacy: change the evaluation attitude of private kindergarten teachers,strengthen their evaluation skills and increase their evaluation awareness;in terms of evaluation experience: enrich the evaluation experience of teachers through support from the park and the government;in terms of demographic variables: strengthen the evaluation literacy of teachers in public kindergartens with a teaching age of 10 years or less and private kindergartens with a teaching age of 20-40 years through targeted training,and improve the evaluation literacy of teachers in private kindergartens by improving their academic qualifications.