introduction

This article introduces the emphasis on the integrated design concept of "teaching learning evaluation" in the Curriculum Standards, and points out that the use of evaluation scales in primary school English teaching is increasing, becoming a hot topic for teachers to explore formative evaluation. At the same time, it points out the problems that teachers face in the design and application of evaluation scales, such as quality standards, the design of evaluation content and standards, and the hierarchical presentation of evaluation content. Finally, propose the goal of constructing an evaluation index design framework and showcasing practical cases.

Construction of evaluation scale for picture book teaching

In depth exploration of the design and application of formative assessment scales in English picture book reading teaching. Firstly, the concept of formative assessment and its importance in the teaching process were defined, emphasizing the practicality of assessment scales as evaluation tools and their role in promoting teaching. Secondly, the design basis of the evaluation scale indicators was discussed, and it was pointed out that the scale should be consistent with the curriculum objectives, reflect the core competencies of the curriculum and academic quality standards, and include three basic elements: evaluation items, standard descriptions, and grades. Subsequently, based on the requirements of the Curriculum Standards, the measurement elements of the evaluation scale were proposed, emphasizing that the evaluation content should start from the comprehensive development of students' core competencies, combined with dimensions such as language ability and cultural awareness. In addition, the specific application of evaluation scales in picture book reading teaching was discussed, including the design of evaluation items and indicator descriptions, as well as how to personalize the scale based on factors such as learning situation and learning objectives. Finally, the three main characteristics of the evaluation scale were summarized: pertinence, process oriented, and flexibility. It was emphasized that the evaluation content should closely follow the curriculum standards and picture book reading objectives, the evaluation activities should focus on the students' learning process, and the evaluation methods should reflect diversity and flexibility.

Application and Analysis of Evaluation Scale Examples

Through three specific cases, this paper explores in depth the design and application of formative assessment scales in English picture book reading teaching. Case One presents an evaluation scale for reading and retelling tasks, which includes three dimensions: language ability, expression content, and teamwork, aiming to test students' understanding and expression of picture book content. Case 2 focuses on the evaluation of post reading imitation writing tasks, guiding students to continuously improve their writing through self-evaluation, peer evaluation, and re self-evaluation, stimulating students' reflective and summarizing awareness, and strengthening their learning abilities. Case three focuses on the evaluation of the entire book's reading and learning task. By designing an evaluation scale to assess the overall and procedural nature of the learning task, it clarifies the learning goals that students should achieve, covering knowledge and skills, processes and methods, emotional attitudes and values, etc., providing specific guidance for students and promoting their thinking and improvement. Overall, the design and application of formative assessment scales can effectively integrate into classroom teaching practice, promote student learning, emphasize student subjectivity and timely feedback.

conclusion

The evaluation scale has a wide range of applications in picture book reading teaching. When designing, attention should be paid to the convenience of the scoring rules and the concise description of the evaluation dimensions. Evaluation activities should focus on process, diversity, and wholeness, paying attention to students' performance in language practice and innovative transfer, making evaluation a process that promotes meaningful learning for students.