 |
[email protected] |
 |
3275638434 |
 |
 |
| Paper Publishing WeChat |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
LIANG Caili, LU Jinping
Full-Text PDF
XML 325 Views
DOI:10.17265/2161-623X/2023.06.005
Gannan Normal University, Ganzhou, China
Assessment is an indispensable part of the teaching and learning process. Since the beginning of the 21st century, the professional development of teachers is receiving increasing attention. As a key component of teacher professional development, teacher assessment literacy is naturally valued by scholars. The English Curriculum Standards for General Senior High School (2020 version) emphasizes the cultivation and development of students’ English subject key competences. Based on the emphasis of English subject key competences, accordingly, there are requirements for the assessment literacy of senior high school English teachers. This research elaborates the requirements for senior high school English teacher assessment literacy under the context of English subject key competences in China, including four aspects: assessment attitude, assessment knowledge, assessment skill and assessment reflection ability. Besides, in order to help develop English teacher assessment literacy, this research provides strategies for the development of English teacher assessment literacy involving different subjects related to education.
English subject key competences, teacher assessment literacy, development strategy
LIANG Caili, LU Jinping. (2023). Research on the Strategy of Developing Assessment Literacy of English Teachers in the Context of English Subject Key Competences. US-China Education Review A, Nov.-Dec. 2023, Vol. 13, No. 6, 300-306.
Chen, Z. H. (2023). From “comprehensive language application ability” to “core literacy”—A comparative study of the curriculum objectives of the 2011 and 2022 editions of the “English curriculum standards for compulsory education”. English Research, 22(2), 216-229.
Cheng, A. N. (2021). The structure and development of teacher evaluation literacy: Domestic and foreign experiences and strategies (M.Sc. thesis, Zhejiang Normal University, 2021).
Cheng, X. T. (2017). The core literacy of English subject and its evaluation. China Exam, 27(5), 7-14.
Cheng, X. T., & Zhao, S. Q. (2016). The essential connotation of core literacy in English subject: Course textbook. Teaching Method, 36(5), 79-86.
Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113-132.
Inbar-Lourie, O. (2008). Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25(3), 385-402.
Ministry of Education of the People’s Republic of China. (2012). Professional standards for middle school teachers (trial). Beijing: People’s Education Press.
Ministry of Education of the People’s Republic of China. (2020). English curriculum standards for ordinary high schools (2020 version). Beijing: People’s Education Press.
Pill, J., & Harding, L. (2013). Defining the language assessment literacy gap. Language Testing, 30(3), 381-402.
Research Group on Core Literacy. (2016). Developing core literacy for Chinese students. Chinese Journal of Education, 37(10), 1-3.
Scarino, A. (2013). Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning. Language Testing, 30(3), 309-327.
Shen, Z. W. (2015). Research on the development of evaluation literacy of college English teachers. Continuing Education Research, 32(2), 53-55.
The Central Committee of the Communist Party of China and the State Council. (2020). Overall plan for deepening the reform of education evaluation in the new era.
The Examination Center of the Ministry of Education. (2019). Chinese College Entrance Examination Evaluation System. Beijing: People’s Education Press.
Webb, N. (2002). Assessment literacy in a standards-based urban education setting. WCER Working Paper No. 2002-4.
Xiao, Z. (2019). A study on the evaluation language of high school English teachers. Chinese Off Campus Education, 40(24), 88-89.
Yang, Q., & Yang, X. L. (2019). Exploring the evaluation literacy of college English teachers under the mixed teaching model. Changchun Education Journal of the College, 36(12), 11-13.
Zhang, K., Shan, X. F., Wu, Y. S., & Zuo, H. (2019). The development and interpretation of the evaluation system for the college entrance examination. China Exam, 29(12), 13-20.
Zhang, M. (2020). Research on the evaluation literacy of middle school English teachers (M.Sc. thesis, Chongqing Three Gorges University, 2020).
Zheng, Y. (2020). A study on the evaluation literacy of middle school English teachers in the context of subject core literacy (M.Sc. thesis, Jimei University, 2020).