教师语言评价素养的框架研究
A Framework for Teachers' Language Evaluation Literacy

在探讨语言评价素养的构成时，多位学者从不同视角构建了多样的理论框架。Fulcher（2012）基于实践经验，提出了一个包含实践、原则、环境三个层次的立体评价框架。该框架首先强调语言教师的语言评价实践能力，即开发、实施和使用评价工具的知识、技能和能力。其次，它要求语言教师熟悉评价过程，理解指导评价实践的原则和理念，包括道德规范和行为准则。最后，框架还强调教师需从历史、社会、政治、哲学等角度审视评价，以深入理解评价机制及其对社会、体制和个人的影响。Taylor（2013）则侧重于统筹不同评价主体，构建了一个多维框架。他认为，教师首先需掌握与评价相关的教学方法，并在实践中进行评判和评价。接着，教师应了解技术、社会文化价值、当地实践、个人信仰和特征等要素。而评价的原则、概念、理论知识和分数与决策则被视为较为次要的层面。Xu & Brown（2016）则基于评价知识，结合影响评价的内外因素，构建了一个建构主义框架。在这个框架中，评价知识是基础和支撑部分，而教师的认知、学习观念、认识论信念以及情感维度等因素也会对其产生影响。此外，社会文化环境和教师所处的具体环境也会与这些因素交织，共同作用于教师的评价素养。
When discussing the composition of language evaluation literacy, many scholars have constructed various theoretical frameworks from different perspectives. Based on practical experience, Fulcher (2012) proposed a three-dimensional evaluation framework that includes three levels: practice, principle and environment. The framework first emphasizes language teachers' practical competencies in language assessment, i.e. the knowledge, skills and competencies to develop, implement and use assessment tools. Second, it requires language teachers to be familiar with the evaluation process and understand the principles and philosophies that guide evaluation practice, including ethics and codes of conduct. Finally, the framework also emphasizes the need for teachers to examine evaluation from historical, social, political, and philosophical perspectives in order to gain a deeper understanding of evaluation mechanisms and their social, institutional and individual implications. Taylor (2013) focuses on the integration of different evaluation subjects and constructs a multidimensional framework. He believes that teachers should first master the teaching methods related to evaluation, and evaluate and evaluate them in practice. Teachers should then learn about elements such as technology, socio-cultural values, local practices, personal beliefs and characteristics. The principles, concepts, theoretical knowledge, and scores and decision-making aspects of evaluation are considered to be more secondary dimensions. Xu & Brown (2016) constructed a constructivist framework based on evaluative knowledge and combined with the internal and external factors that affect evaluation. In this framework, the evaluation of knowledge is the foundation and supporting part, and the teacher's cognition, learning concept, epistemological beliefs, and emotional dimensions also have an impact on it. In addition, the socio-cultural environment and the specific environment of teachers will also intertwine with these factors, and together they will act on teachers' evaluative literacy.

在国内，郑东辉（2009）提出了由评价态度、评价知识和评价技能组成的冰山结构模型，为后续研究奠定了基础。赵雪晶（2014）在此基础上增加了评价意识维度，形成了伞状模型。这些框架都强调了教师对评价的理解、态度、知识以及实施评价所需的技能。金艳（2018）针对外语教师的评价素养，提出了一个包括评价环境、评价过程与原则、评价知识与技能的框架。她指出，我国外语教学已采用多种评价方式，如大型考试、校本考试和课堂评价等，外语教师的评价素养应根据不同评价任务的特点进行细致描述。林敦来（2019）则提出了由原则、知识、技能三个结构组成的语言评价素养框架。在这个框架中，原则、知识和技能是核心要素，各自发挥着重要作用。
In China, Zheng Donghui (2009) proposed an iceberg structure model composed of evaluation attitude, evaluation knowledge and evaluation skills, which laid the foundation for subsequent research. Zhao Xuejing (2014) added the dimension of evaluative consciousness on this basis and formed an umbrella model. These frameworks emphasize teachers' understanding, attitudes, knowledge of assessment, and the skills needed to deliver it. Jin Yan (2018) proposed a framework that includes evaluation environment, evaluation process and principles, and evaluation knowledge and skills for the evaluation literacy of foreign language teachers. She pointed out that a variety of evaluation methods have been used in foreign language teaching in China, such as large-scale examinations, school-based examinations and classroom evaluations, and the evaluation literacy of foreign language teachers should be described in detail according to the characteristics of different evaluation tasks. Lin Dunlai (2019) proposed a framework for language evaluation literacy, which is composed of three structures: principles, knowledge, and skills. In this framework, principles, knowledge and skills are the core elements and each has an important role to play.

综上所述，教师评价素养的内容构成正逐渐宽泛化，社会因素被纳入评价素养框架，不同评价群体的需求也日益受到重视。这些理论框架为深入理解教师评价素养提供了重要视角，也为进一步研究和实践提供了有力支持。
In summary, the content composition of teacher evaluation literacy is gradually broadening, social factors are included in the evaluation literacy framework, and the needs of different evaluation groups are also increasingly valued. These theoretical frameworks provide an important perspective for an in-depth understanding of teacher evaluation literacy, and also provide strong support for further research and practice.

教师评价素养现状调查
Survey on the current situation of teacher evaluation literacy

教师评价素养的现状调查是实证研究的重点。Hailaya、Latif等国外学者的研究表明，教师的语言评价知识相对薄弱，整体评价素养水平较低。Kiomrs在2011年对伊朗中学教师的调查也发现，教师的评价知识基础不牢固，且评价素养较高的英语教师在教学实践中更倾向于采用无反拨效应的方法。在国内，针对外语教师评价素养的现状调查同样揭示了类似的问题。徐鹰、寇平、江进林、孙宝凤等学者通过问卷调查发现，高校英语教师的评价素养内部结构发展不均衡，评价知识和伦理意识相对薄弱，评价结果在教学中的应用也存在明显不足。此外，不同背景教师的语言评价素养存在显著差异。近年来，针对英语学科教师评价素养的现状调查逐渐增多。耿峰、于书林以大学英语教学比赛参赛教案为材料，发现教师在语言评价知识和评价方式方面较为熟练，但评价标准不清晰，评价结果运用不足。江进林对全国多所高校教师进行的情景问卷调查也显示，高校英语教师评价素养整体偏低，教师的教龄、学历和学校类型对评价素养有较大影响，而测评课程和培训对提升评价素养有一定作用。
The investigation of the current situation of teacher evaluation literacy is the focus of empirical research. The research of foreign scholars such as Hailaya and Latif shows that teachers' knowledge of language evaluation is relatively weak, and the overall level of evaluation literacy is low. Kiomrs' 2011 survey of secondary school teachers in Iran also found that teachers' evaluation knowledge base is not strong, and English teachers with high evaluative literacy are more inclined to adopt non-knockback methods in teaching practice. In China, the survey on the current situation of foreign language teachers' evaluation literacy also reveals similar problems. Xu Ying, Kou Ping, Jiang Jinlin, Sun Baofeng and other scholars found that the internal structure of evaluation literacy of college English teachers is unevenly developed, evaluation knowledge and ethical awareness are relatively weak, and the application of evaluation results in teaching is also obviously insufficient. In addition, there were significant differences in the language evaluation literacy of teachers from different backgrounds. In recent years, there has been an increasing number of surveys on the current situation of English teachers' evaluation literacy. Geng Feng and Yu Shulin used the teaching plans of the college English teaching competition as materials, and found that teachers were more proficient in language evaluation knowledge and evaluation methods, but the evaluation criteria were not clear and the evaluation results were insufficient. Jiang Jinlin's situational questionnaire survey of teachers in many colleges and universities across the country also showed that the evaluation literacy of college English teachers was low as a whole, and the teaching experience, academic background and school type of teachers had a great impact on evaluation literacy, while assessment courses and training had a certain effect on improving evaluation literacy.

综上所述，教师评价素养的现状整体不容乐观。主要表现为评价知识不足，对相关专业概念模糊不清；评价结果运用能力欠缺，如不能恰当解释学生分数，与家长和学生沟通分数方面表现不佳；课堂评价手段单一，缺乏设计或选择恰当评价手段的能力。这些问题亟待通过培训、课程等方式加以解决，以提升教师的评价素养。
To sum up, the current situation of teacher evaluation literacy is not optimistic. It is mainly manifested in insufficient evaluation knowledge and vague concepts of related majors; Lack of ability to use evaluation results, such as failure to properly interpret students' scores, poor performance in communicating scores with parents and students; Classroom evaluation methods are single, and the ability to design or select appropriate evaluation methods is lacking. These problems need to be solved urgently through training and courses to improve teachers' evaluation literacy.

英语教师语言评价素养的形成与发展受到多方面因素的影响，这些因素既包括教师个人的内部因素，也涉及外部环境和政策等宏观因素。
The formation and development of English teachers' language evaluation literacy is affected by many factors, including the internal factors of individual teachers, as well as macro factors such as external environment and policies.

影响语言评价素养因素的研究
Research on the factors influencing language evaluation literacy

英语教师语言评价素养形成和发展的影响因素也是研究的重点，通过研究梳理出一系列内部和外部的影响因素，包括教师性别、职前培训、学历、学校政策教师自身评价态度都是关键。Kang（2016）的研究发现，女性初任教师的评价素养普遍高于男性。而在职前教育背景方面，Isik & Sari（2021）的研究表明，接受过职前评价培训的英语教师评价素养更好，这主要是因为英语师范专业的毕业生通常接受了系统的评价培训，而非英语师范专业的毕业生则相对缺乏。此外，Afshar & Ranjbar（2021）的研究还发现，研究领域和学历也对英语教师的评价素养有重要影响。除了个人因素外，学校和学生方面的因素也对教师的评价素养产生影响。Zulaiha et al.（2020）的研究指出，教师的评价素养水平不仅受到其知识水平的影响，还受到学校政策和学生出勤率及其对评价态度的制约。这表明，教师的评价素养并非孤立存在，而是与学生和学校环境相互作用、相互影响。在学校及政策层面，Ma & Bui（2021）的研究将影响教师评价观念的因素划分为宏观层面（社会文化和政策环境）、中观层面（学校）及微观层面（学生）。这三个层面共同作用于教师的评价素养，形成了复杂的影响机制。例如，社会文化和政策环境可能通过制定教育政策、推广教育理念等方式影响教师的评价观念；学校则可能通过课程设置、教师培训等方式塑造教师的评价实践；而学生则通过其学习态度、参与度等反馈影响教师的评价策略。
The influencing factors of the formation and development of English teachers' language evaluation literacy are also the focus of the research, and a series of internal and external influencing factors are sorted out through the research, including teachers' gender, pre-service training, academic qualifications, school policies, and teachers' own evaluation attitudes. Kang's (2016) study found that the evaluative literacy of female first-time teachers was generally higher than that of men. In terms of pre-service education background, Isik & Sari (2021) showed that English teachers who received pre-service evaluation training had better evaluative literacy, mainly because English teacher training graduates usually received systematic evaluation training, while non-English teacher training graduates were relatively lacking. In addition, Afshar & Ranjbar (2021) also found that research fields and academic qualifications also have an important impact on the evaluative literacy of English teachers. In addition to personal factors, factors on the part of the school and students also have an impact on teachers' evaluative literacy. Zulaiha et al. (2020) pointed out that teachers' level of evaluative literacy is not only influenced by their level of knowledge, but also by school policies and student attendance and their attitudes towards evaluation. This suggests that teachers' evaluative literacy does not exist in isolation, but interacts with students and the school environment. At the school and policy level, Ma & Bui (2021) divided the factors influencing teachers' evaluation perceptions into macro level (sociocultural and policy environment), meso level (school), and micro level (students). These three levels work together to form a complex influencing mechanism for teachers' evaluative literacy. For example, the socio-cultural and policy environment may affect teachers' evaluation perceptions through the formulation of educational policies and the promotion of educational concepts. Schools may shape teachers' evaluation practices through curriculum design, teacher training, etc. Students' feedback on learning attitudes and engagement influenced teachers' evaluation strategies.

在国内，蒙岚（2018）和陈彦（2017）的研究也关注了影响教师语言评价素养的因素。蒙岚的研究发现，教师职称、教龄以及所受教育专业背景都是影响语言评价素养的重要因素。而陈彦的研究则进一步指出，国家层面和学校层面的因素也对教师评价素养产生重要影响。例如，国家层面缺乏评价相关的师资培训课程；学校层面则缺乏培育评价的土壤与激励评价的措施。江进林（2019）的研究则通过问卷调查和访谈相结合的方式，探究了高校英语教师评价素养的影响因素。他发现，学校是教师评价素养的重要影响因素之一，教师在访谈中普遍反映学校很少提供持续、有效的学习交流机会。这表明，除了教师个人因素外，外部环境和政策也对教师评价素养产生重要影响。
In China, the research of Meng Lan (2018) and Chen Yan (2017) also focused on the factors affecting teachers' language evaluation literacy. Meng Lan's research found that teachers' professional titles, teaching experience, and professional background are all important factors affecting language evaluation literacy. Chen's research further points out that factors at the national and school levels also have an important impact on teachers' evaluation literacy. For example, there is a lack of evaluation-related teacher training courses at the national level; At the school level, there is a lack of soil for cultivating evaluation and measures to motivate evaluation. Jiang Jinlin (2019) explored the influencing factors of college English teachers' evaluation literacy through a combination of questionnaires and interviews. He found that schools are one of the important influencing factors in teachers' evaluation literacy, and teachers generally reported that schools rarely provide continuous and effective learning communication opportunities. This indicates that, in addition to individual teacher factors, the external environment and policies also have an important impact on teachers' evaluation literacy.

综上所述，教师评价素养的形成与发展是一个复杂的过程，受到多方面因素的影响。因此，在提升教师评价素养的过程中，需要综合考虑内外部因素，制定针对性的措施和策略。
In summary, the formation and development of teacher evaluation literacy is a complex process that is affected by many factors. Therefore, in the process of improving teachers' evaluation literacy, it is necessary to comprehensively consider internal and external factors and formulate targeted measures and strategies.

教师评价素养的提升
Improvement of teachers' evaluation literacy

教师评价素养的提升路径是学术界关注的重要议题，相关研究多以现状分析和需求调查为基础，强调职前与在职培训的重要性。Afsheen等（2021）通过对伊朗大学教师的访谈，深入探讨了评价知识和评价技能两方面的认知。在评价知识上，教师们强调了信息化评价素养、数据运用、道德规范、绩效评价、理解学生个体差异、提高测试信度等的重要性；在评价技能上，则注重学生参与评价、教师自我及同事互评、逻辑性评价方法、提供反馈、标准化评价和使用有效分级程序等。该研究指出，高校应在教师入职前后加强相关培训，以提升其评价素养。
The improvement path of teacher evaluation literacy is an important topic of concern in the academic community, and most of the related studies are based on the analysis of the current situation and the needs survey, emphasizing the importance of pre-service and in-service training. Afsheen et al. (2021) conducted interviews with faculty at universities in Iran to explore the perception of both evaluation knowledge and skills. In terms of evaluation knowledge, teachers emphasized the importance of information-based evaluation literacy, data use, ethics, performance evaluation, understanding students' individual differences, and improving test reliability. In terms of evaluation skills, emphasis is placed on student participation in evaluation, self-evaluation by teachers and peers, logical evaluation methods, feedback provision, standardized evaluation and effective grading procedures. The study points out that colleges and universities should strengthen relevant training for teachers before and after they enter the job to improve their evaluation literacy.

在国内，时春燕和董曼霞（2022）通过访谈某本科院校的大学英语教师，发现教师在试题命制和写作评阅标准方面存在困境。为此，他们提出了提升教师评价素养的路径，包括在设计和使用测试时明确评价目标，选择适用的评价方式，并加强评价数据的分析使用。张彩莲（2020）对河北省高校外语教师进行了问卷调查，发现教师在选择合适的评价方法、发挥评价结果对学生课堂学习的促进作用、重视形成性评价和课堂评价以及语言评价知识等方面存在不足。她建议教师应关注国家外语教育评价体系的改革，学校应构建评价文化氛围，并促进评价知识与语言知识和学科教学知识的融合。孙海洋和熊洁（2020）则通过问卷调查探究了命题对提升大学英语教师评价素养的作用。他们发现，参与外研社UNICOMM题库共建项目的教师在命题素养和命题质量上显著提高，对评价理论、知识和原则的理解也更加深入。这一提升不仅推动了教师的教学和科研，还促进了其职业发展。
In China, Shi Chunyan and Dong Manxia (2022) interviewed college English teachers in an undergraduate college and found that teachers had difficulties in terms of test question proposition system and writing evaluation standards. To this end, they proposed ways to improve teachers' evaluation literacy, including clarifying evaluation objectives when designing and using tests, selecting appropriate evaluation methods, and strengthening the analysis and use of evaluation data. Zhang Cailian (2020) conducted a questionnaire survey on foreign language teachers in colleges and universities in Hebei Province, and found that teachers had deficiencies in selecting appropriate evaluation methods, giving full play to the role of evaluation results in promoting students' classroom learning, and attaching importance to formative evaluation, classroom evaluation, and language evaluation knowledge. She suggested that teachers should pay attention to the reform of the national foreign language education evaluation system, and schools should build an evaluation culture atmosphere, and promote the integration of evaluation knowledge with language knowledge and subject teaching knowledge. Sun Haiyang and Xiong Jie (2020) explored the role of propositions in improving the evaluation literacy of college English teachers through questionnaire surveys. They found that the teachers who participated in the UNICOMM question bank co-construction project of the Foreign Language Research Society significantly improved their proposition literacy and proposition quality, and their understanding of evaluation theories, knowledge and principles was also deepened. This promotion not only promotes the teaching and research of teachers, but also promotes their professional development.

综上所述，提升教师评价素养的路径多种多样。从教师自身来看，需要明确评价目标，学习评价知识，关注国家外语教育评价体系的改革，并积极参与命题等评价活动。而在学校层面，应构建评价文化氛围，为教师提升评价意愿和素养创设良好的情境和条件。这些措施共同作用于教师评价素养的提升，有助于推动教师专业发展和教育教学质量的整体提高。
In summary, there are various ways to improve teachers' evaluation literacy. From the perspective of teachers themselves, it is necessary to clarify the evaluation objectives, learn evaluation knowledge, pay attention to the reform of the national foreign language education evaluation system, and actively participate in evaluation activities such as propositions. At the school level, an evaluation culture should be built to create a good situation and conditions for teachers to improve their evaluation willingness and literacy. These measures work together to improve teachers' evaluation literacy, which is helpful to promote teachers' professional development and the overall improvement of education and teaching quality.

在线教学模式下的教师评价素养研究现状
Research status of teacher evaluation literacy in online teaching mode

在线教学模式下的教师评价素养研究现状，随着2019年底新冠疫情的爆发而受到了广泛关注。这一新兴的教育模式不仅推动了线上教学资源和平台的飞速发展，也使得教师评价素养在数字化环境中呈现出新的要求和挑战。
The research status of teacher evaluation literacy in online teaching mode has attracted extensive attention with the outbreak of the new crown epidemic at the end of 2019. This emerging education model not only promotes the rapid development of online teaching resources and platforms, but also makes teachers' evaluation literacy present new requirements and challenges in the digital environment.

Eyal（2012）的研究指出，数字化时代对教师评价能力的要求与传统教学模式截然不同。教师需要具备适应数字环境的能力，并为21世纪的数字化教学方法匹配相应的评价技能。这项研究强调了教师在数字环境中评估所需的技能、能力和认知，并展示了适应不同评价目的的各种技术的重要性。同样，Chan（2021）也指出了互联网教学模式下教师评价素养的内涵应有所更新，应由电子教学（E-pedagogy）和学科教学知识（Pedagogical content knowledge）组成，这既对教师的技术能力提出了要求，又强调了教学知识的重要性。Phan等人（2020）则提出了信息技术能力理论框架，并强调了教师在网络教学中运用信息技术能力的重要性，研究表明教师的信息技术应用能力是网上教学的重要保障。这些研究都表明，在线教学模式下的教师评价素养构成与线下模式存在显著差异，信息技术应用能力成为了教师评价要素之一。随着在线教学成为重要的教学方式，教师在线评价素养也成为了研究的热点。Tian等人（2021）采用多元民族学的方法，探究了新冠疫情在中国、泰国和巴基斯坦三个亚洲国家爆发期间线上教学的背景下，教师对语言评价素养的理解。研究发现，教师对语言评价素养最初缺乏信心，并认为评价是高度理论化的概念。但随着研究的进展，教师对评价变得更加自信。Pu和Xu（2021）则对7位高中英语教师进行了10周的在线评价实践课堂观察，结果表明教师最初对在线评价呈现忽视状态，而后又过度使用在线评价。这些研究表明，教师对在线评价的认识对其有效性具有重要影响。国外研究还关注了影响教师在线评价素养的因素。Zou等人（2021）通过调查三名英语写作教师在线形成性评价的情况，探讨了写作教师进行评价时的影响因素。研究发现，教师信念、信息素养和学习/教学经验都会对教师的评价过程产生影响，同时还可能受到相关情境和技术因素的影响。如果教师所处的评价环境相对积极活跃，将会对教师的评价素养带来正面影响。这一研究为在线教学模式下教师评价素养的影响因素研究提供了基础。
Eyal's (2012) research points out that the requirements for teachers' evaluation ability in the digital age are very different from traditional teaching models. Teachers need to be able to adapt to the digital environment and match the assessment skills to 21st century digital teaching methods. This study highlights the skills, competencies and cognition required for teachers to assess in a digital environment and demonstrates the importance of a variety of technologies adapted to different assessment purposes. Similarly, Chan (2021) also pointed out that the connotation of teacher evaluation literacy in the Internet teaching model should be updated, which should be composed of e-learning (E-pedagogy) and subject teaching knowledge (Pedagogical content knowledge), which not only puts forward the requirements for teachers' technical ability, but also emphasizes the importance of teaching knowledge. Phan et al. (2020) put forward a theoretical framework of information technology competence and emphasized the importance of teachers' use of information technology skills in online teaching. These studies show that there is a significant difference between the composition of teacher evaluation literacy in the online teaching mode and the offline model, and the ability to apply information technology has become one of the elements of teacher evaluation. As online teaching has become an important teaching method, teachers' online evaluation literacy has also become a research hotspot. Tian et al. (2021) used a multi-ethnological approach to explore teachers' understanding of language evaluative literacy in the context of online teaching during the outbreak of the novel coronavirus in three Asian countries: China, Thailand, and Pakistan. The study found that teachers initially lacked confidence in language evaluative literacy and considered evaluation to be a highly theoretical concept. But as research progressed, teachers became more confident in their assessments. Pu and Xu (2021) conducted a 10-week classroom observation of online evaluation practice with seven high school English teachers, and the results showed that teachers initially ignored online evaluation and then overused it. These studies show that teachers' perception of online assessment has an important impact on its effectiveness. Foreign studies have also paid attention to the factors influencing teachers' online evaluation literacy. Zou et al. (2021) explored the influencing factors of writing teachers' evaluation by investigating the online formative evaluation of three English writing teachers. The study found that teacher beliefs, information literacy, and learning/teaching experience all have an impact on the teacher evaluation process, and may also be influenced by contextual and technological factors. If teachers are in a relatively active evaluation environment, it will have a positive impact on teachers' evaluation literacy. This study provides a basis for the research on the influencing factors of teachers' evaluation literacy in the online teaching mode.

在国内，相关研究也聚焦于线上教学背景下教师评价素养的状况及提升途径。施惠平和乔仲美（2022）通过访谈和课堂观察，对3名大学英语教师进行了为期2个月的线上教学观察。研究发现，线上测试缺乏统一平台，难以防止作弊和保证公平性，给教师的评价实践带来挑战。为此，他们提出了提升教师评价素养的发展路径，包括提升信息意识、依托现代教育信息技术进行评价学习和培训，以及在具体教学实践中提升评价素养。苏建莹和张青（2021）对省内高校运用混合式大学英语教学模式的教师和学生进行了问卷调查，发现大学英语教师的形成性评价素养偏低。他们提出了提升策略，包括研读《大学英语教学指南（2020版）》关于大学英语课程评价的最新要求、树立正确的教育观和成才观、学习前沿的评价理念、科学设计形成性评价方案以及动态灵活开展形成性评价。王伟红（2021）和马萍（2022）的研究则分别针对高中英语教师和大学英语教师在混合式教学背景下的评价素养现状进行了调查。结果显示，教师的总体评价素养现状不太理想，不能满足混合式教学背景对其提出的新要求。大多数教师对评价方法的选择较为单一，缺乏与语言测试、学习评价相关的理论与实务知识，运用线上学习平台进行教学评价的能力欠佳。这些研究都表明，在线评价方式单一，评价知识和能力有待提高，教师需要注重评价知识的学习与内化，在教学实践中有意识地提升自身评价素养。
In China, relevant research also focuses on the status and ways to improve teachers' evaluation literacy in the context of online teaching. Shi Huiping and Qiao Zhongmei (2022) conducted a two-month online teaching observation of three college English teachers through interviews and classroom observations. The study found that the lack of a unified platform for online testing makes it difficult to prevent cheating and ensure fairness, which brings challenges to teachers' evaluation practices. To this end, they put forward the development path of improving teachers' evaluation literacy, including improving information awareness, relying on modern educational information technology for evaluation learning and training, and improving evaluation literacy in specific teaching practices. Su Jianying and Zhang Qing (2021) conducted a questionnaire survey on teachers and students using the blended college English teaching model in colleges and universities in the province, and found that the formative evaluation literacy of college English teachers was low. They put forward strategies for improvement, including studying the latest requirements for the evaluation of college English courses in the 2020 edition of the Guide to College English Teaching, establishing a correct view of education and success, learning the frontier evaluation concept, scientifically designing formative assessment schemes, and carrying out formative assessment dynamically and flexibly. Wang Weihong (2021) and Ma Ping (2022) investigated the current status of evaluation literacy of high school English teachers and college English teachers in the context of blended teaching, respectively. The results show that the overall evaluation literacy of teachers is not ideal, and cannot meet the new requirements of the blended teaching background. Most teachers have a single choice of evaluation methods, lack of theoretical and practical knowledge related to language testing and learning evaluation, and have poor ability to use online learning platforms for teaching evaluation. These studies show that there is a single way of online evaluation, and the evaluation knowledge and ability need to be improved, and teachers need to pay attention to the learning and internalization of evaluation knowledge, and consciously improve their evaluation literacy in teaching practice.

与线下教学不同的是，在线教学模式下的教师评价素养更加注重“技术”这一维度。这就要求教师既要有扎实的专业基础，又要有过硬的信息技术素养。同时，利用大数据、云计算等技术，将传统的课堂评价从模糊的、滞后的定性描述转向科学、准确、即时的定量可视化形式，这将有助于学生个性化学习的发展。
Different from offline teaching, teacher evaluation literacy in online teaching mode pays more attention to the dimension of "technology". This requires teachers to have both a solid professional foundation and excellent information technology literacy. At the same time, the use of big data, cloud computing and other technologies to transform the traditional classroom evaluation from vague and lagging qualitative descriptions to scientific, accurate and immediate quantitative visualization forms will help the development of students' personalized learning.

综上所述，评价素养是一个涉及面广且动态的概念。尽管现有研究已经对其进行了理论或实证方面的探讨，但大部分集中于对中小学教师群体的评价素养进行调查。国内线上教学模式下的教师评价素养研究相对匮乏，特别是面对庞大学生群体的大学英语教师评价素养未能得到应有的重视。自2020年疫情以来，我国积极开展大规模线上教学活动，在线评价素养的重要性日渐凸显。因此，本研究聚焦在线模式下的评价素养，旨在为提升线上教与学的成效和质量提供借鉴。
In summary, evaluative literacy is a broad and dynamic concept. Although existing studies have explored it theoretically or empirically, most of them focus on investigating the evaluative literacy of primary and secondary school teachers. There is a relative lack of research on teacher evaluation literacy in online teaching mode in China, especially in the face of a large student group, the evaluation literacy of college English teachers has not received due attention. Since the epidemic in 2020, China has actively carried out large-scale online teaching activities, and the importance of online evaluation literacy has become increasingly prominent. Therefore, this study focuses on evaluation literacy in the online mode, aiming to provide a reference for improving the effectiveness and quality of online teaching and learning.