师范生教育测量与评价素养现状及培育策略
The Current Situation and Cultivation Strategies of Educational Measurement and Evaluation Literacy of Normal Students

本研究以师范生教育测量与评价素养为对象，通过文献分析、问卷调查，构建包含评价意识、态度、知识、能力的四维测量框架，探讨其现状及影响因素。研究发现，师范生评价素养整体处于中等水平，评价知识维度得分最低，理科生、参与过命题实习或修读相关课程的学生表现更优。研究结果揭示了课程体系、实践机会与数学基础对评价素养的关键作用，为师范教育课程改革和实践优化提供了实证依据，对提升教师职前培养质量和推动教育评价改革具有重要意义。
This paper focuses on the assessment literacy of pre-service teachers, using literature analysis, questionnaire surveys, and empirical research to construct a four-dimensional measurement framework covering assessment awareness, attitude, knowledge, and ability. The study finds that pre-service teachers’ assessment literacy is generally at a moderate level, with the lowest scores in the knowledge dimension. Science-major students, those who participated in proposition practice, or took relevant courses performed better. The results highlight the critical roles of curriculum systems, practical opportunities, and mathematical foundations in shaping assessment literacy. This research provides empirical evidence for curriculum reform and practical optimization in teacher education, offering significant implications for improving pre-service teacher training quality and promoting educational assessment reform.