Development of Secondary School Teachers' Assessment Literacy
Abstract
Amid China's ongoing educational evaluation reforms—from the 2020 Overall Plan to the 2022 curriculum standards and the 2024
policy directives—the role of teachers has expanded from assessment implementers to designers, facilitators, and ethical guardians of learning. This conceptual shift places unprecedented demands on teachers' assessment literacy, yet the translation of policy ideals into classroom
practice remains uneven. This paper systematically examines the development of secondary school teachers' assessment literacy by reviewing and synthesizing existing research. It first traces the evolving connotations of the construct, highlighting definitional tensions between
internal traits, practical competencies, and professional standards. The analysis then identifies persistent problems: insufficient knowledge and
skills, outdated assessment philosophies, over-reliance on digital tools, ethical insufficiencies, and pronounced disparities in underdeveloped
regions. Influencing factors are categorized into individual dimensions and external dimensions. Finally, the paper evaluates enhancement
strategies operating at societal, institutional, and individual levels, arguing that sustainable improvement requires more than top-down policy
mandates—it demands embedded school-based support and teachers' own reflective engagement. The conclusion calls for a contextualized,
ethics-conscious, and practice-driven approach to assessment literacy development, one that bridges macro-level reforms with micro-level
pedagogical realities.
policy directives—the role of teachers has expanded from assessment implementers to designers, facilitators, and ethical guardians of learning. This conceptual shift places unprecedented demands on teachers' assessment literacy, yet the translation of policy ideals into classroom
practice remains uneven. This paper systematically examines the development of secondary school teachers' assessment literacy by reviewing and synthesizing existing research. It first traces the evolving connotations of the construct, highlighting definitional tensions between
internal traits, practical competencies, and professional standards. The analysis then identifies persistent problems: insufficient knowledge and
skills, outdated assessment philosophies, over-reliance on digital tools, ethical insufficiencies, and pronounced disparities in underdeveloped
regions. Influencing factors are categorized into individual dimensions and external dimensions. Finally, the paper evaluates enhancement
strategies operating at societal, institutional, and individual levels, arguing that sustainable improvement requires more than top-down policy
mandates—it demands embedded school-based support and teachers' own reflective engagement. The conclusion calls for a contextualized,
ethics-conscious, and practice-driven approach to assessment literacy development, one that bridges macro-level reforms with micro-level
pedagogical realities.
Keywords
Teacher assessment literacy; Secondary school teachers
Full Text:
PDFReferences
[1] The Central Committee of the Communist Party of China and the State Council. Overall Plan for Deepening the Reform of Educational
Evaluation in the New Era [EB/OL]. (2020-10-13) http://www.moe.gov.cn/jyb_xxgk/moe_1777/moe_1778/202010/t20201013_494381.
html
[2] Stiggins, R.J. (1991). Assessment Literacy. Phi Delta Kappan, 72(7), 534-539.
[3] Stiggins, R.J. (1995). Assessment Literacy for the 21st Century. Phi Delta Kappan, 77(3).
[4] Zheng Donghui. (2010). An Analysis of the Content Framework of Teacher Assessment Literacy. Educational Science Research, (10),
34-38.
[5] Zhou Wenye, Zhou Shuqi. (2013). Teacher Assessment Literacy: A Comparative Perspective of Teacher Professional Standards. Comparative Education Research, 35(9), 62-66.
DOI: http://dx.doi.org/10.70711/wef.v4i5.10141
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