1 Introduction

The paradigm of educational evaluation is shifting from standardized testing to a diversified evaluation model, and the reform of the English assessment system in universities emphasizes diversified evaluation and learning promotion evaluation. Teachers play an important role as evaluators in assessment practice, and their identity recognition is crucial for understanding the role of evaluators and enhancing evaluation awareness. However, research on the identity of evaluators of English teachers in universities is still insufficient, involving two major areas: teacher identity and evaluation literacy. The essence of teacher development is the development of identity recognition, but there is little attention paid to the identity recognition and construction of foreign language teachers in evaluation practice. The research topics and fields of foreign language teacher identity are diverse, and it is necessary to consider the educational evaluation context and focus on the teacher's identity as an evaluator. The transformation of educational evaluation paradigm demands higher requirements for teachers' evaluation literacy. Teachers need to possess evaluation knowledge, improve evaluation skills, transform evaluation concepts, and establish a sense of evaluator role. The construction or reconstruction of the identity of teacher evaluators has become an important aspect of the development of teacher evaluation literacy. The research on the identity recognition of foreign language teacher evaluators is still in the preliminary exploration stage and has not fully integrated into the context of educational evaluation. Individual empirical studies focus on teacher evaluators' agency, level of professional engagement, and identity transition. The identity recognition of foreign language teacher evaluators, as an emerging academic concept, has significant research potential. In this study, the identity of evaluators for college English teachers refers to the teacher's self perception or understanding of the evaluator's role.

2 Theoretical Foundations

The theory of community of practice is the theoretical foundation of this study, proposed by Wenger, emphasizing that individuals construct their identity through identity recognition and meaning negotiation within the community. The theory focuses on the interaction between beginners and experienced individuals, as well as the construction of novice identity, and believes that learning is a process of participating in social practice. A community of practice can be a formal or informal group, where members determine common practices through communication, share common beliefs and interests. The community has three attributes: interactive participation, common cause, and shared resources. Identity is constructed through three modes of belonging: direct participation, imagination, and alliance.

3 Research Design

This chapter adopts a case study method to explore the current status and construction process of the identity recognition of English teacher evaluators in universities through in-depth description and interpretation. The research participant is Teacher Qin, a 31 year old young male teacher with 5 years of teaching experience. His research direction is applied linguistics and he has not systematically studied foreign language assessment knowledge. The research questions include the identity recognition of evaluators of individual teachers and how to construct this recognition in the practice community. The process of data collection and analysis includes teacher interviews, classroom observations, and physical materials, mainly conducted through NVivo software, involving data organization, reading, coding, topic mining, and interpretation. The coding process revealed the contradictions, conflicts, and trade-offs between the regulatory nature of evaluation policies and the agency of evaluators, ultimately extracting the theme of "Evaluation Contradictory Weighers".

4 Research Results and Discussion

Teacher Qin has formed a diverse identity in evaluation practice, including imitators of evaluation behavior, practitioners of promoting learning and evaluation, evaluators of contradictions, and evaluators of reform expectations. He gradually clarified the purpose of promoting learning through evaluation by imitating the evaluation behavior of his predecessors and learning experiences, and continuously adjusted and improved it in practice. Faced with the regulatory nature of school policies, Teacher Qin not only followed the policies, but also demonstrated initiative by balancing evaluation contradictions through adjusting the difficulty of test questions and other methods. He has expectations for future evaluation reforms and hopes that the school can carry out top-level design to promote the improvement of evaluation practices.

5 Conclusion

This study is based on the theory of community of practice and explores in depth the identity recognition and construction process of Teacher Qin as an evaluator through a case study method. Teacher Qin's identity includes multiple roles such as imitator of evaluation behavior, practitioner of promoting learning and evaluation, mediator of evaluation contradictions, and expectation of evaluation reform. Their identity construction is the result of the interaction between individual teachers and different communities, including learning communities, teacher-student communities, institutional communities, and imaginative communities. Research suggests that teachers should recognize the important role of evaluation in student development, and that teacher evaluator identity is the driving force behind the development of evaluation literacy, promoting teachers to form evaluation concepts and self-efficacy based on individual experience. At the same time, teacher development requires effective organizational environment and collaboration among members of the practice community. The contextual resources of the practice community are crucial for the construction of teacher identity and the development of evaluation literacy.