Research On The Current Situation And Improvement Strategies Of Classroom Assessment Literacy Of Primary School Mathematics Teacherss

Classroom assessment can stimulate students’ interest in learning mathematics,introduce them to good mathematical learning behaviors and cultivate students’ core mathematical literacy.To maximise the value of classroom assessment in primary mathematics,developing and improving mathematics teachers’ skills in classroom assessment is undoubtedly a priority.Only when primary mathematics teachers master the quality of classroom assessment will they be able to conduct classroom assessment to help improve the basic quality of mathematics for primary school pupils and to promote their holistic and balanced development.Based on several structural models of teachers’ assessment literacy and the Mathematics Curriculum Standards for Compulsory Education(2022),this study believes that the classroom assessment literacy of primary school mathematics teachers consists of three dimensions: classroom assessment attitude,classroom assessment knowledge and classroom assessment skills.The attitude dimension of classroom assessment includes three levels: cognition,emotion and intention.The knowledge dimension of classroom assessment includes two levels: declarative knowledge and procedural knowledge.The skill dimension of classroom assessment includes four levels: skills of designing classroom assessment,skills of implementing classroom assessment,skills of processing classroom assessment results,and skills of reflecting classroom assessment.Using questionnaire and interview methods,the survey found that there were differences in the classroom assessment literacy of primary school mathematics teachers by gender,education,teaching experience,title,and the region where the school was located.Also,the influencing factors were found to include policy factors,school factors and teacher factors,among them,school factors include school leadership factors,colleague factors,and training support factors,while teacher factors include learning experience factors and independent reading factors.The strategies for improving the classroom assessment literacy of primary school mathematics teachers include the government improving policy systems and providing improvement guarantees;The school creates a good atmosphere and provides development opportunities;Teachers independently improve their literacy and achieve professional growth.Specifically,at the government level,improve education assessment policies and provide direction guidance;Update the teacher education system and enrich the learning content;Optimize the "Trinity" mechanism and promote collaborative cultivation.At the school level,school leaders improve their assessment literacy and remove obstacles to development;Collaborate with school colleagues to build a learning community and create a learning atmosphere;The school provides support for training,and improves the research and training mechanism.At the teacher level,correct the attitude of classroom assessment and deeply reflect and observe;Learning classroom assessment knowledge and activating learning awareness;Conduct classroom assessment activities and innovate reflective practices.