在职高中英语教师写作评价素养现状调查

A Survey of In-Service Senior High School English Teachers’ Writing Assessment Literacy

摘要: 本研究以浙江、山西、陕西、天津四省市81名高中英语教师为对象，采用问卷和访谈调查其写作评价素养现状及影响因素。结果显示，教师写作评价素养总体处于中等偏上水平，但个体差异显著；教师在评价观念上已形成基本共识，而在评价知识的系统性与实践转化能力方面存在明显短板。进一步分析显示，教师写作评价素养在学历、职称、学校类型等变量上存在显著差异，性别对其无显著影响。鉴于上述研究结果，建议教师通过多元路径提升自身写作评价素养，以增强评价科学性、公正性，助力教师成长。

Abstract: This study surveyed 81 senior high school English teachers from Zhejiang, Shanxi, Shaanxi, and Tianjin using questionnaires and interviews to examine their writing assessment literacy and its influencing factors. The results indicate that teachers’ writing assessment literacy is generally above the intermediate level, though with significant individual differences. Teachers have reached a basic consensus on assessment concepts, yet exhibit notable deficiencies in the systematicity of assessment knowledge and the ability to translate knowledge into practice. Further analysis reveals significant differences in writing assessment literacy across variables such as educational background, professional title, and school type, whereas gender shows no significant effect. Based on these findings, it is recommended that teachers enhance their writing assessment literacy through multiple pathways to improve the scientific rigor and fairness of assessment, thereby facilitating teacher professional development.