Modern educational evaluation has gone through four stages, from the embryonic period of the early 19th century to the 1930s, to the Taylor period of the 1930s to the 1950s, then to the development period of the late 1950s to the 1970s, and finally to the mature period from 1973 to the present. Although the evaluation of modern education in China started late, it has received national attention. In 2020, the "Overall Plan for Deepening the Reform of Education Evaluation in the New Era" proposed to establish an education evaluation system with contemporary characteristics, Chinese characteristics, and world-class standards by 2035. Educational evaluation is defined as the process of assessing the value of education based on systematic information collection and analysis, aimed at promoting educational reform and improving educational quality. International Chinese education evaluation is the application of this process in the field of international Chinese education, which makes value judgments on educational goals, structural elements, and activities. In the face of the standardization and normalization needs of international Chinese education, scientific and reasonable educational evaluation plays an important role in implementing standards, operating activities, and fulfilling the role of the main body. The article analyzes the current status of international Chinese education evaluation research and proposes development directions within the framework of modern educational evaluation research to promote the high-quality development of international Chinese education.

1、 Data sources and distribution

Elaborated in detail on the data sources and distribution of international Chinese education evaluation research. The researchers collected 77 literature data by searching multiple professional journals and using "evaluation" or "assessment" as keywords. After screening, 39 valid literature were classified and studied, showing that evaluation research focuses on improving the quality of education and teaching, covering multiple aspects such as classroom teaching, teaching resources, teachers, students, and institutions. In addition, the study also involves the development of evaluation criteria, scale design, and analysis of performance bias. In the search of China National Knowledge Infrastructure, a total of 518 valid literature were obtained, reflecting the breadth and depth of the evaluation research. The annual distribution of literature shows that since 1986, there has been a significant increase in evaluation research after 2005, which is related to the accelerated pace of Chinese internationalization and the overseas promotion of Confucius Institutes. The author distribution analysis reveals that the collaborative network among researchers is not tight, but there are several scholars with significant influence in this field.

2、 Research hotspots and trends

The hot topics in international Chinese education evaluation research focus on performance testing, textbooks, Confucius Institutes, teaching evaluation, validity, reliability, evaluation system, and oral testing. Through CiteSpace analysis, research progress is mainly reflected in four aspects: textbook evaluation, Confucius Institute evaluation, language testing, and evaluation system construction. The research on textbook evaluation focuses on textbook design, arrangement, and applicability, while the research on Confucius Institute evaluation involves the construction of an evaluation index system and the evaluation of dissemination effects. Language testing research is extensive, including listening, speaking, writing, and reading tests, with a particular focus on the proposition, testing, and scoring stages of oral testing. The research on the construction of evaluation system focuses on the standardization and development of evaluation criteria.

3、 Shortcomings in International Chinese Language Education Evaluation Research

In recent years, although there has been progress in international Chinese education evaluation research, there are still shortcomings. Firstly, the unclear definition of evaluation and assessment concepts leads to confusion in the use of terminology. Secondly, the research content and subject are relatively single, mainly focusing on teacher evaluation, lacking attention to multiple dimensions such as policies, curriculum design, students, and class environment. In addition, research on online evaluation forms is relatively lagging behind and does not match the rapid development of online education. Finally, the international Chinese education evaluation standards and system are not yet mature, lacking a scientifically applicable quality evaluation index system, and the standardization and normalization process of evaluation is still in its infancy.

4、 Prospects of International Chinese Language Education Evaluation Research

The importance of international Chinese education evaluation research was emphasized, and four research directions were proposed. Firstly, it is necessary to standardize the evaluation of relevant concepts and connotations in order to promote the standardization and normalization of disciplines. Secondly, the evaluation subject and object should be expanded, and diversified evaluation research should be strengthened to adapt to the complexity and inclusiveness of international Chinese education. Thirdly, pay attention to the impact of the transformation of teaching modes on evaluation, especially in the education evaluation issues under the "online" and "online offline combination" modes. Finally, it is recommended to establish a systematic international Chinese language education evaluation system to promote the sustainable development of education.

5、 Conclusion

Scientific and effective evaluation is crucial for improving the quality of international Chinese education, and the construction of an evaluation system is a long-term process. Research has explored evaluation issues from multiple perspectives, emphasizing that the evaluation system should become a component with Chinese characteristics and world-class standards to promote the in-depth development and quality improvement of education.