A Study on the Current Situation of Classroom Evaluation Literacy of Pre-service English Teachers—A Questionnaire-Based Analysis
DOI:
https://doi.org/10.18063/cef.v3i2.716Keywords:
Educational reform, Classroom evaluation literacy, Pre-service English teacherAbstract
This article reviews the relevant research on classroom evaluation literacy both domestically and internationally. Pre-service English teachers from several universities in Xinjiang were selected as the research subjects, and questionnaire survey methods were used to understand their cognitive and emotional attitudes towards classroom evaluation, their basic mastery of classroom evaluation knowledge, and their level of classroom evaluation skills demonstrated in teaching evaluation practice. Research has found that most pre-service English teachers can correctly recognize the importance of classroom evaluation. However, there is an urgent need for further systematic learning in both theoretical and practical knowledge related to classroom evaluation, and the level of performance in evaluation skills is also relatively lacking, requiring further strengthening and practice. This study aims to help pre-service English teachers improve their classroom evaluation literacy and enhance the quality of education and teaching.
References
Stiggins RJ, 1991, Assessment Literacy. Phi Delta Kappan, 72(7): 534–539.
American Federation of Teachers, National Council on Measurement in Education, National Education Association, 1990, Standards for Teacher Competence in Educational Assessment of Students. NCME, Washington, DC: 1–20.
Stiggins RJ, 1999, Evaluating Classroom Assessment Training in Teacher Education Programs. Educational Measurement: Issues and Practice, 18(1): 23–27.
Schafer WD, 1991, Essential Assessment Skills in Professional Education of Teachers. Educational Measurement: Issues and Practice, 10(1): 3–6.
Boyles P, 2005, Assessment Literacy. National Assessment Summit Papers, Iowa State University, Ames, IA: 11–15.
Davies A, 2008, Textbook Trends in Teaching Language Testing. Language Testing, 25(3): 327–347.
Inbar-Lourie O, 2008, Constructing a Language Assessment Knowledge Base: A Focus on Language Assessment Courses. Language Testing, 25(3): 385–402.
Taylor L, 2009, Developing Assessment Literacy. Annual Review of Applied Linguistics, 29: 21–36.
Xu Y, 2013, A Review on Classroom Assessment of Foreign Language Teachers. Foreign Language Testing and Teaching, 2013(4): 42–50.
Lin D, 2014, Recent Progress in Foreign Language Assessment Literacy Research. Modern Foreign Languages, 2014(5): 711–720 + 731.
Zheng D, 2010, Evaluation Literacy of Primary and Secondary School Teachers: A Report from Z Province. Global Education Perspectives, 2010(2): 31–36 + 42.
Jiang J, 2019, A Study on the Status Quo and Influencing Factors of College English Teachers’ Assessment Literacy. Foreign Language Field, 2019(6): 18–26.
Zhao S, 2020, Research on the Status Quo of Classroom Evaluation Literacy of Primary School Teachers: Based on the Survey and Analysis of 1032 Primary School Teachers in Y District of Shanghai. Shanghai Education and Research, 2020(8): 53–59.
Brindley G, 2001, Language Assessment and Professional Development. Experimenting with Uncertainty: Essays in Honour of Alan Davies, 11: 137–144.
Li L, Wang Q, 2020, Foreign Language Teachers’ Classroom Evaluation Literacy: Concept Structure, Observation System and Practical Implications. Foreign Language Testing and Teaching, 2020(2): 20–27.
