Abstract:

The connotation of teachers’ assessment competencies has undergone two major changes from the one-dimensional theory of skill to the two-dimensional theory of knowledge and skill, and then to the three-dimensional theory of knowledge, skill, and character. According to the three-dimensional theory, teachers’ assessment competencies include three elements: The first element is assessment knowledge, which includes declarative knowledge, procedural knowledge, and reflective knowledge of assessment; second, assessment skills, including both ontological assessment skills in determining assessment goals, designing assessment plans, implementing assessment programs and handling assessment results, and meta-assessment skills in monitoring assessment activities and self-assessment competencies; third, assessment character, including both scientific character that promotes the effective implementation of assessment, ethical character that promotes the standardized implementation of assessment, and meaningful character that is willing to complete the assessment. The performances of teachers’ assessment competencies in assessment activities can be divided into four parts: determining assessment goals, designing assessment plans, implementing assessment plans, and processing assessment results.

Key words: teachers’ assessment competencies, assessment knowledge, assessment skills, assessment character