An Investigation On Teacher’s Use Of Developmental Assessment Language In Primary School English Class From The Perspective Of Educational Ecology

In the elementary English classroom,teachers’ assessment of students runs through the whole teaching process and is one of the effective means to promote students’ development.The "English Curriculum Standards for Full-time Compulsory Education" promulgated by our country in 2022 emphasized that the assessment of students in daily teaching process should be people-oriented,highlight the center place of students,and fully motivate students in the assessment activities,and promote students’ all-round development.Teachers’ appropriate use of developmental assessment language in English teaching not only enhances learning,but also promotes students’ overall development.Therefore,the research on the use of developmental assessment language by English teachers in the classroom is of great significance.This research investigates primary school English teachers’ use of developmental assessment language in class based on the Compulsory Education English Curriculum Standards（2022 Edition）,the theory of developmental teaching,the theory of multiple intelligences and the theory of educational ecology,and attempts to answer the following questions:1.What’s the current situation of primary school English teacher’s use of developmental assessment language in class?2.What are the main problems and influential factors in primary school English teacher’s use of developmental assessment language in class from the perspective of educational ecology?3.How to effectively use the developmental assessment language in primary school English class from the perspective of educational ecology?This research mainly adopts the methods of classroom observation,questionnaire investigation and interview.The research subjects are 100 primary school English teachers in Ordos.Based on the analysis of teacher’s questionnaire and classroom observations,it can be seen that the current situation of teacher’s use of developmental assessment language in primary school English class is not optimistic.Firstly,most teachers had a rather vague concept of developmental assessment,and some teachers even believed that under the current education system,developmental assessment appears to be flashy and not easy to implement in the classroom;Secondly,teacher’s developmental assessment subjects are mostly individual students,and rarely pay attention to group students or student collective;Thirdly,teachers’ developmental assessment languages are mostly positive developmental assessment language,and less negative developmental assessment language;Fourthly,the content of teacher’s developmental assessment is mainly about students’ knowledge and skills,and less attention is paid to student’s learning process and methods,emotion,attitude and values;Finally,teacher’s assessment language lack artistry and difference,and the language is simple,which is often on the edge of the definition of developmental assessment.According to the above analysis,it is found that the main problems and influential factors in primary school English teacher’s use of developmental assessment language in class from the perspective of educational ecology are as follows.First,teachers’ poor awareness on developmental assessment in primary school English teaching;Second,lack of diversity in assessed subjects caused by the isolation of classroom ecological factors;Third,non-comprehensive assessment caused by flowerpot effect;Forth,lack of differential assessment caused by overlapping ecological niche.Some suggestions are put forward based on the results of this study to improve the current situation of primary school English teachers’ efficiently use of developmental assessment language in class.First,updating teacher’s developmental assessment awareness and establish their basic concept of student-centered;Second,paying attention to the integrity of the classroom ecosystem and moderating role of assessment;Third,breaking the flowerpot effect based on the actual situation and building a fulti-assessment ecology;Forth,focusing on the niche breadth and personalized development of students,and strengthening the artistry of teachers’ assessment language.