Study On Strategies To Enhance The Classroom Assessment Literacy Of Primary School Chinese Teachers

Teachers’ classroom assessment literacy is a combination of teacher qualities and educational literacy that are demonstrated by teachers in conducting classroom teaching activities and have a significant impact on classroom assessment activities.It plays an important role in teachers’ classroom teaching.It is a synthesis of the various psychological qualities that teachers need to collect classroom assessment information,interpret it and use the results of classroom assessment in teaching.In order to better know the current level of primary Chinese teachers’ classroom assessment literacy,this study builds on existing research and constructs a framework for Chinese teachers’ classroom assessment literacy in accordance with the requirements of the Compulsory Education Curriculum Programme,the Chinese Curriculum Standards for Compulsory Education,the Professional Standards for Primary School Teachers(for Trial Implementation)and other documents on primary Chinese teachers’ assessment literacy,as well as the physical and mental development and learning characteristics of primary students and the characteristics of Chinese.The structural framework of Chinese teacher’s classroom assessment literacy includes three dimensions: classroom assessment outlook,classroom assessment knowledge and classroom assessment skills.This study investigates and analyses the true level of primary Chinese teachers’ classroom assessment literacy using the interview,classroom observation and case,and tries to propose some strategies to improve primary Chinese teachers’ classroom assessment literacy based on the analysis of the findings.Therefore,this study consists of the following main parts:The first part of the content is the introductory part of this study,including the research background,the questions,the significance,the literature review,the definition of core concepts,theoretical foundation and methods.The author clarifies the current status of research on teachers’ classroom assessment literacy through literature combing,further clarifies the connotation and composition of teachers’ classroom assessment literacy on this basis,specifies the theoretical basis and research significance of the study,and further clarifies the research ideas and research methods of this study.The first chapter is an overview of teachers’ classroom assessment literacy,which includes a definition of the connotation of teachers’ classroom assessment literacy and an exploration of the framework of Chinese teachers’ classroom assessment literacy.With reference to the connotation and definition of classroom assessment,this study interprets the connotation of teachers’ classroom evaluation literacy as the quality and cultivation of teachers who,on the basis of their own assessment knowledge base and competence,select and apply appropriate assessment methods in practical activities such as classroom responses,classroom exercises,classroom academic interpretations and classroom self-administered tests,with the classroom as the core,in order to assess teaching and learning.It is the sum of the psychological qualities required for teachers to make value judgments about practical classroom activities and for instructional planning.In terms of the constitutive framework,synthesizing previous research and the components of teachers’ assessment literacy,and taking into account the characteristics of the primary Chinese subject,this study argues that the classroom assessment literacy of primary Chinese teachers is structured in three main areas: classroom assessment outlook,classroom assessment knowledge and classroom assessment skills.Chapter 2 is an analysis of the current situation of primary Chinese teachers’ classroom assessment literacy.This part is based on teacher interviews supplemented by classroom observations and case studies,and further analysis is conducted to further analyse the current situation of primary Chinese teachers’ classroom assessment literacy in terms of both the desirability and deficiencies of their classroom assessment performance.It was found that primary Chinese teachers have a correct understanding of the value and role of classroom assessment,and are aware of the need to actively carry out classroom assessment activities and demonstrate a certain level of assessment ethics,but there are still problems of biased classroom assessment concepts,lack of assessment knowledge and weak assessment skills.The current overall level of primary Chinese teachers’ classroom assessment literacy is not high and there is still much room for improvement.Chapter 3 is an analysis of the causes of the current situation of primary Chinese teachers’ classroom assessment literacy.The author further analyses teacher interviews and classroom observations,and after considering and analyzing both internal and external aspects,he believes that the causes of the current situation of primary Chinese teachers’ classroom assessment literacy are: firstly,teachers do not attach importance to classroom evaluation,and their own awareness of improvement is not strong;secondly,universities do not attach importance to educational assessment courses offered by teacher training majors,and the proportion of assessment courses offered is too low,and the content of the courses is relevant and not strong in practice;finally,it is because universities do not attach importance to educational assessment courses offered by teacher training majors,Finally,schools lack professional training focusing on Chinese classroom assessment,and the post-service training for Chinese teachers is in a single form and lacks relevance and timeliness.Chapter 4 is about strategies to improve primary Chinese teachers’ classroom assessment literacy.The author proposes strategies to improve primary Chinese teachers’ classroom assessment literacy from three perspectives: first,primary Chinese teachers themselves should strengthen their active learning and practice of classroom assessment,specifically by updating their concepts of classroom assessment,consciously learning about Chinese classroom assessment and improving their own classroom assessment practices.Secondly,universities should optimize the curriculum of teacher education evaluation-related courses,further strengthen the practicality and relevance of assessment courses,and establish a diversified Chinese education assessment system;finally,schools should increase training and professional support for teachers’ classroom assessment,including: conducting professional training based on the actual needs of primary Chinese teachers,building assessment practice platforms,establishing classroom assessment study groups and bringing in external professionals The school has also been able to combine expert demonstrations with on-site.