Keywords
College English
College teachers
Evaluation literacy
Submitted : 2024-02-06
Accepted : 2024-02-21
Published : 2024-03-07
Abstract
Under the online teaching model, the evaluation literacy of college English teachers has become one of the critical factors affecting students’ learning effects [1]. This study uses a self-compiled questionnaire to investigate the current status of evaluation literacy of college English teachers under the online teaching model from four aspects: evaluation awareness, evaluation knowledge, evaluation ability, and evaluation ethics. The results show that college English teachers’ overall evaluation literacy level is relatively high, but there are areas for improvement. Based on the survey results, suggestions are put forward to improve teachers’ evaluation literacy, such as changing teaching concepts and increasing self-reflection; strengthening training and learning to enhance professional development awareness; conducting cooperative research and emphasizing team strengths.
References
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Chen F, 2019, Investigation and Research on Classroom Evaluation Literacy of Pre-Service English Teachers, dissertation, East China Normal University.
Qi M, 2019, Discussion on the Connotation and Quality Improvement Paths of College English Teachers’ Classroom Evaluation Literacy. Think Tank Era, 209(41): 80 + 95.
Qiao Z, 2022, An Empirical Study on the Classroom Evaluation Literacy of College English Teachers, dissertation, Jiangnan University. http://doi.org/10.27169/d.cnki.gwqgu.2022.001274
Jiang J, 2022, Research on the Improvement Paths and Results of Foreign Language Teachers’ Classroom Evaluation Literacy—Taking Online Training Classes as an Example. Foreign Language Testing and Teaching, 48(04): 44–53.