Multidimensional Construction and Tiered Development of English Teachers' Assessment Literacy in the Context of New Liberal Arts: A Study Based on English Teachers in Universities of Yunnan Province

DOI: https://doi.org/10.62517/jhet.202515450

Author(s)

Na Zhao*, Siyu Du

Affiliation(s)

Kunming University, Kunming, Yunnan, China *Corresponding Author

Abstract

Addressing the demand for interdisciplinary English talents under the New Liberal Arts initiative, this study investigates 30 university English teachers in Yunnan Province, China. It reveals a misalignment between the current assessment system and Core Competencies objectives, exemplified by 72% of courses excessively focusing on linguistic knowledge testing. By integrating Popham’s assessment literacy theory and the TPACK model, a six-dimensional assessment literacy indicator system is constructed, encompassing teacher ethics, professional competence, curriculum-based critical thinking skills, information literacy, and academic community engagement. Applying Fuller’s teacher development stage theory, significant stage-specific competency gaps are identified: novice teachers lack interdisciplinary integration capabilities (83%), proficient teachers exhibit weak critical technology application skills (67%), and expert teachers demonstrate deficiencies in cross-border collaboration (58%). Accordingly, a tiered development pathway is proposed: novice teachers standardize foundational dimensions; proficient teachers advance technology integration and critical thinking; expert teachers lead value integration and community building. Innovatively, a "Micro-credentialing Mechanism Linked to Professional Title Evaluation" is introduced (gold badges ≡ 30% evaluation weighting), offering a replicable framework for enhancing English teachers’ assessment literacy in border multi-ethnic regions.

Keywords

New Liberal Arts (NLA); English Teachers; Assessment Literacy; Six-Dimensional Index System; Tiered Development

References

[1]Sun, L. L. (2025). Research on College English Curriculum System Construction and Teaching Practice in the New Liberal Arts Construction Context. Modern English, (08), 16-18. [2]He, N., & Wang, S. R. (2021). New Liberal Arts, new English, new orientation: On the development and innovation of English major talent cultivation. Frontiers of English Education Research, 4(4), 3–8. [3]Popham, W. J. (2009). Assessment literacy for teachers. ASCD. [4]Brookhart, S. M. (2011). Educational assessment knowledge and skills for teachers. Educational Measurement: Issues and Practice, 30(1), 3–12. [5]Mei, D. M. (2025). Promoting the professional literacy and teaching ability development of English teachers in the new era under the guidance of educator spirit. English Language Learning, (5), 10–18. [6]Sun, Y. Z., & Wang, Z. (2021). Developing Innovative Approaches to China's Foreign Language Education in the New Era: An Interview with Professor Sun Youzhong. Shandong Foreign Language Teaching, 42(4), 3–12. [7]Zhang, S. Z. (2024). Research on Information Literacy of College Foreign Language Teachers in the Context of New Liberal Arts. Journal of Hubei Open Vocational College, 37(21), 41-43. [8]Fuller, F. F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6(2), 207–226. [9]Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. [10]Hobson, A. J. (2013). Judgementoring and other threats to realizing the potential of school-based mentoring. International Journal of Mentoring and Coaching in Education, 2(2), 89–108. [11]Gao, H. R. (2023). On micro-credential-based blended teaching for English teacher-skill courses. Foreign Language Teaching Theory and Practice, (1), 62-69.