A Survey On The Use Of Classroom Evaluation Language By Primary School English Teachers From The Perspective Of Evaluation Literac

The English Curriculum Standards for Compulsory Education(2022 Edition)emphasizes the importance of teaching evaluation in improving students’ core literacy in English,and requires that evaluation be integrated into the whole process of English classroom teaching,and that teachers should fully understand the role of evaluation in improving teachers’ teaching and enhancing students’ learning outcomes.The classroom evaluation language is an important medium for classroom evaluation and a bridge for communication between teachers and students.In English teaching,a reasonable use of classroom evaluation language not only can motivate students to learn and stimulate their interest in learning English,but also can promote the establishment of a good teacher-student relationship between teachers and students.Therefore,classroom evaluation language has received widespread attention from educational researchers at home and abroad,but a literature review reveals that there are few studies related to elementary school English teachers’ classroom evaluation language and a lack of novel theoretical perspectives.Having evaluation literacy is a prerequisite for teachers to use evaluation language effectively,and the use of classroom evaluation language is an external expression of teachers’ evaluation literacy level.Based on this,the author investigates the use of English teachers’ classroom assessment from the perspective of assessment literacy and assessment language,and identifies the problems of primary English teachers’ classroom assessment language and makes suggestions for improvement in order to improve primary English teachers’ assessment literacy and the effectiveness of classroom assessment language,thus enhancing the effectiveness of elementary school students’ learning English.Firstly,this study composes and classifies the literature related to evaluation literacy and evaluation language,elaborates on the connotation,structure and development of evaluation literacy as well as the connotation,classification,role,use problems and improvement strategies of classroom evaluation language,clarifies the inherent relationship between evaluation literacy and evaluation language,and lays a theoretical foundation for this study.Secondly,this study takes evaluation attitude,evaluation knowledge,evaluation skills and evaluation ethics as the basic components of evaluation literacy,and designs questionnaires,classroom observation scales and interview outlines to investigate elementary school English teachers’ classroom evaluation language.The survey found that the following problems existed in primary English teachers’ classroom evaluation language: teachers’ lack of comprehensive understanding of evaluation language,unbalanced ratio of evaluation subjects,evaluation language lacking English subject characteristics and being formal,and imbalance of evaluation language focusing on content.This study attributes the factors influencing teachers’ classroom evaluation language to four aspects: teachers’ evaluation attitude is arbitrary,evaluation knowledge is insufficient,evaluation skills are lacking,and evaluation ethics are lacking.At the level of enhancing assessment skills,teachers should listen to and observe students effectively,refine assessment language,and pay attention to the role of non-verbal assessment;at the level of strengthening assessment ethics,they should interact with students equally and pay attention to the emotional experience of all students.This study can further explore and analyze the classroom evaluation language of primary English teachers as a way to strengthen teachers’ attention to classroom evaluation language,bring some inspiration to front-line English teachers,and help English teachers use classroom evaluation language rationally and efficiently.Subsequent studies can focus on the enhancement of English classroom evaluation language in elementary school from multiple perspectives.