A Study on the Improvement of College English Teachers' Assessment Literacy in the Context of New Liberal Arts

Abstract

This study aims to explore how to improve the assessment literacy of college English teachers in the context of the new liberal arts. Enhancing the classroom evaluation literacy of college English teachers in the context of the construction of new liberal arts is of strong practical significance for improving the evaluation system of college English teaching and enhancing the teaching literacy of college English teachers. To address the current problems of English teachers in colleges and universities, such as low awareness of classroom evaluation, insufficient ability of classroom evaluation, and lack of science in classroom evaluation, first, the study discusses the concept and importance of teachers' assessment literacy, and investigates the current situation and problems of university English teachers' assessment literacy by using questionnaire. Then, the paper analyses the reasons that lead to insufficient teachers' assessment literacy and propose specific strategies to improve teachers' assessment literacy, including advocating reflective teaching, cultivating teachers' innovation ability, and establishing a scientific teaching evaluation mechanism. Finally, it suggests steps and suggestions for implementing these strategies. The results of the study show that improving teachers' assessment literacy is a complex and important process that requires the joint efforts of teachers, the education sector and society to achieve the goal of cultivating talent in the new situation.