语言教师评价素养的现状、影响因素及发展策略研究

A Study on the Current State, Influencing Factors and Developing Strategies of Language Teachers’ Evaluation Competence

摘要: 当前我国正深化教育评价改革，教师教育评价能力建设对推进评价改革具有重要意义，而教师评价素养是教师评价能力的重要体现。本文综述了语言教师评价素养的研究进展，探讨其研究态势、影响因素及发展策略。研究发现：教师评价素养普遍较低，教师的评价信念与实践脱节；影响教师评价素养的因素包括外部政策环境与内部能动性，发展教师评价素养的策略包括构建学校支持系统和教师的反思实践。建议未来应拓宽研究覆盖面，关注研究的信效度，提升教师评价素养研究的科学性；需通过教–学–评一体化实践破解当前“高要求–低素养”矛盾，为深化课程改革提供教师专业发展支点。

Abstract: China is currently deepening reforms in educational assessment, and building teachers’ capacity for educational evaluation is crucial to advancing these reforms. Teachers’ assessment literacy serves as a key indicator of their evaluation competence. This paper systematically reviews research progress on language teachers’ assessment literacy, examining its research trends, influencing factors, and development strategies. Findings reveal that teachers’ assessment literacy remains generally low, with their assessment beliefs often disconnected from practice. Factors influencing teacher evaluation literacy encompass both external policy environments and internal agency; strategies for developing teacher evaluation literacy include establishing school support systems and fostering reflective practice among teachers. The article recommends broadening future research coverage, enhancing the reliability and validity of studies, and improving the scientific rigour of teacher evaluation literacy research. It further suggests that the current contradiction of “high demands-low literacy” should be addressed through integrated teaching-learning-assessment practices, thereby providing a fulcrum for teacher professional development to deepen curriculum reform.