【摘要】 教师评价素养水平对评价实践质量的高低、教育教学评价改革的深入推进有着深远的影响。为体现教师评价素养相关研究的最新发展动态、内容构成，梳理了自2007年至2022年的相关文献资料，分别从总体状况、概念、框架构成、现状调查、影响因素等方面进行了分析总结。从中发现，现有研究对象多数集中于普通教育教师，且研究内容中存在一定的概念模糊、教师评价素养框架相关研究少而不精、影响因素指标划分缺乏坚实理论支撑等问题。建议未来研究可从扩展研究对象的范围、处理好教师评价素养和教师教学评价素养概念的关系、建立符合研究对象特点的评价素养框架表征以及深化教师评价素养影响因素研究等方面努力。更多还原

【Abstract】 The level of teachers’ assessment literacy has a profound influence on the levels of assessment in practice quality and the advancing of reforms in assessment of education and teaching. In order to reflect the latest developments and the content structure in the relevant researches of teachers’ assessment literacy, this article analyzes and summarizes the relevant literature from 2007 to 2022, from the perspective of general situation, concepts, framework compositions, investigation of the status quo, influencing factors and other aspects. It is found that the objects of most current researches are mainly from general education teachers, and there are several problems in the specific research content, such as certain fuzzy concepts, insufficient and imprecise researches on the relevant framework of teachers’ assessment literacy, and the lack of solid theoretical supports for the index division of influencing factors. It is suggested that future research could be improved through the extension of the scope of the research objects, better management of the relationship between the concept of teachers’ assessment literacy and the concept of teachers’ teaching assessment literacy, the establishment of the assessment literacy framework representation based on the characteristics of the research objects and the enhancement of the research on the influencing factors of teachers’ assessment literacy.更多还原