A Survey on Formative Assessment Literacy of Foreign Language Teachers——Taking an Application-Oriented Undergraduate University as an Example
Through questionnaires and interviews,the formative assessment literacy of 59 foreign language teachers in application-oriented undergraduate universities was investigated.The results show the following findings:the scores of foreign language teachers'formative assessment literacy was slightly lower than the average standard value;there are significant differences in gender rather than in educational background;the formative assessment literacy of teachers who participated in evaluation training was higher than that of teachers who did not participate in evaluation training,and there were significant differences in evaluation skills and methods.The survey also found some problems in the assessment:teachers'assessment knowledge and ability are insufficient,the time for designing formative assessment is insufficient,and students'self-evaluation and peer evaluation are difficult to be implemented.In view of these problems,the author puts forward some suggestions to promote the formative assessment literacy of foreign language teachers.
formative assessmentassessment literacyteacher professional development
NETL
NSTL
万方数据
