Abstract: The level of teachers’ assessment literacy is becoming a hot issue with the huge tide of fundamentally educational curriculum reform. Around the topic, this paper aims to probe into the present state of secondary EFL teachers’ assessment literacy level. In this paper, the secondary EFL teachers as the subjects of the research, and the present situation of secondary school EFL teachers is the purpose of the survey.

Key Words: Autonomous learning theory   secondary EFL teachers  assessment literacy

 From the above research and analysis, middle school EFL teachers' assessment literacy need to be improved. Under the influence of social and individual comprehensive factors, teachers should integrate various factors and make reasonable planning and control of self-assessment improvement, so as to enhance teachers' assessment and to do better service for education. The improvement of assessment literacy for EFL teachers mainly can be enhanced from two major thrust, on the one hand from the outside world, on the other hand and the main aspect, from teachers themselves. This requires teachers to self-study and self-growth.  (Peng Min, 2011) Therefore, this chapter is going to make some recommendations based on the autonomous learning theory for secondary EFL teachers on how to improve and enhance assessment literacy.

Regarding the Autonomous Learning Theory, due to the theoretical position of the researchers and the means of research methods are different; the understanding of the concept of autonomous learning theory is not the same. There is a view that autonomous learning is an active, constructive study. They hold the views that autonomous learning Self-regulation of learners mainly improve learning in these aspects, like the learning objectives, choose learning strategy, monitor the learning process, evaluate the learning outcomes. The following are some detailed recommendations.

The leader of action is the idea. The change of the concept of assessment is not a single teacher, but also need a school or educational institutions can be completed, it requires students, teachers, parents, education managers and even the whole community to reach a consensus on the assessment of a comprehensive and new understanding. As the main practitioner of the assessment, EFL teachers should actively take the initiative to understand the concept of assessment: to know the main function of the assessment is not through the test of the students scoring, but concerned about the development of students; to know the focus of the assessment is not the students’ learning results, but the students’ harvest and progress in the learning process ; to know the main body of the assessment is not just EFL teacher, but to students involved, to learn to self- assessment and mutual evaluation; to know the content is not just textbook knowledge, but Students should be comprehensive development of the body and mind; to know that the assessment method is not a test of respect, but should take a variety of ways, a variety of ways to comprehensively evaluate the students. In addition, English teachers to implement the concept of action, they need to accept and learn the new concept of teaching evaluation of knowledge, such as testing and so on. For young teachers, most of the courses in the university have been exposed to the knowledge of the assessment, relatively easy to accept, so they should encourage them to practice and drive the old teachers. For the same school teachers, they should exchange experience with each other, work together to promote the implementation of the assessment. For teachers of different schools, they should eliminate the unfair competition between the idea, correct attitude, to stimulate and bring all the English teachers to implement the assessment, so that each teacher can be in the implementation of the assessment to play the greatest role. Teachers as a link between society, parents and students, should fully understand their role in the implementation of the formation of the assessment process, so that to have a positive attitude to learn and implement the assessment.  

Factors that affect the EFL teacher’ assessment literacy is not only personal factors, but also social factors. The use of free time to learn the relevant knowledge, expand multi-channel learning resources, to maintain information updates to enhance their own theoretical literacy. Second, the development of evaluation of literacy, to be aware of their weaknesses, and actively with their peers, experts and scholars to communicate, take the initiative to participate in the education sector and the training of colleges and universities in charge of organization. (Huang Gaochao, 2010) Through training, consciously take the initiative to master the relevant skills evaluation, change the concept of education and teaching. Again, actively participate in evaluation practice. The implementation of evaluation is a specific teaching activity; therefore, participation in the evaluation of practical evaluation is an important way to improve the quality of teachers’ evaluation. English teachers can only achieve the independent development of evaluation literacy in the practice of actively participating in teaching evaluation. Teachers of professional learning can use the following strategies.

1. Assessment study tour. During the study tour, EFL teachers should visit other classrooms and schools to observe the assessment they had implemented, discuss the evaluation methods, share the evaluation resources, and study the changes in the practice of students and the practice of planning and assessment.

2. Assessment planning. EFL teachers should seriously think about why they want to assess, what to assess, what evaluation method, how to ensure the assessment literacy, how to use assessment information and other issues to plan the assessment program and combine the assessment with the teaching plan with the new assessment framework.

3. Assessment research. When EFL teachers want to try some new assessment methods, develop a program to record you the success or success will encounter obstacles, they will use action research. Teachers use the knowledge learned to correct their actions, and share with the companions what they have learned. 

4. The professional reading and writing. EFL teachers should read the excellent monographs and articles on classroom reviews, and then review their assessment experiences, and reflect on the assessment experiences of their students, and examine their own assessment beliefs and practices, inspire new ideas, and describe them on the assessment of learning and after learning the application.

5. Assessment audit. After a period of study, teachers should maintain a detailed logbook of daily assessment of learning and practice, including the recording of the assessment methods and tools, recording the quality of the assessment and how to apply the assessment information and so on. At the end of the study, teachers should review their logs, studies and practice to achieve the goal and decide to follow up the assessment of learning and improvement action.

The training of assessment literacy may be able to solve the problem of assessment knowledge, but the assessment literacy is far more than the assessment of knowledge, but also ability. This ability is only by conventional learning or training is impossible to form. In fact, the development of assessment of the most important way is to participate in the assessment practice. Freeman and Johnson argue that the process of teacher learning is the process of acquiring knowledge in complex, interpersonal and practical situations. The base of knowledge must begin with EFL teaching activities and in school and classroom so and also begins with the experience, knowledge and beliefs of teachers as classroom participants. The professional development of teachers requires teachers' cognitive and emotional participation, while teachers need to reflect on and practice to achieve the purpose of improvement and change. So to encourage teachers to take the initiative to participate in the assessment process of the whole process and reflect on the assessment of the practice process, continue to accumulate assessment experience, so as to assess the practice of continuous improvement of the assessment literacy.

"A good teacher is not teaching for many years, but rather how many years of his teaching with efforts.” Reflection habits and consciousness is an important symbol of teacher intentions. Occasional reflection is not difficult, the vast majority of teachers can do, but the system of reflection is not necessarily easy for everyone. The process of self-development is continuous, as a reflection of self- development, should be continuous, uninterrupted and systematic which is out of the fragmentary reflection state and will reflect into the whole process of self- development, to promote teachers to become independent development teachers. To timely and real theoretical guidance and objectives of the reflection, no theoretical support must be a reflection of the lack of reflection and unique perspective. ( Zhao Xuejing, 2013) Teachers are independent growth of the vitality of the reproduction is not refreshing, so that they always continue to grow independently. Teachers through continuous self-reflection, improve and improve their own knowledge structure, become the owner of independent growth, take the initiative to develop, and ultimately to enhance self-professional quality, to achieve the purpose of self-growth, improve self-growth, self-growth behavior.

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作者：方竞 

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