1 Introduction

Integrated teaching evaluation is a teaching strategy advocated in the basic education stage, emphasizing the coordination and matching of teacher teaching, student learning, and evaluation. This strategy is based on curriculum consistency and classroom evaluation theory, aiming to achieve educational and nurturing functions. The integration of teaching evaluation is not only a formative evaluation, but also a management tool for foreign language education policies and a high-quality classroom teaching strategy. This study focuses on the implementation of teaching evaluation integration by high school English teachers in the classroom, exploring the key role of formative evaluation in teaching evaluation integration, in order to provide teachers with implementation experience and reference.

2 Literature Review

Deeply explored the theoretical framework and related research of integrated teaching evaluation. The theoretical framework emphasizes the key steps of formative assessment, including setting goals, collecting evidence, interpreting evidence, synthesizing evidence and aligning goals, and adjusting teaching. Related research is divided into investigation and practice categories. The former reveals the one sidedness of teachers' understanding of formative assessment and the shortcomings in its implementation, while the latter focuses on implementation strategies, challenges, and influencing factors. Research has shown that factors such as teachers' learning perspectives, subject knowledge, training experience, and evaluation literacy have a significant impact on implementation effectiveness. However, existing research has shortcomings in providing practical strategy support for teachers, especially in the basic education stage. This study aims to explore the practical methods and influencing factors of integrating teaching evaluation among Chinese English teachers by analyzing successful cases.

3 Research Methods

Two English teachers participated in the research, one experienced and one new, both possessing a Master's degree in Education and knowledge of formative assessment. The study adopts an exploratory practice method, in which teachers engage in a cycle of reflection, practice, and clarification with the assistance of researchers, in order to improve their ability to integrate teaching evaluation. Data collection includes training, interviews, lesson plans, classroom videos, and communication, analyzing key nodes of formative assessment in the classroom and exploring factors that affect teaching strategies.

4 research findings

In the "Research Findings" section of the paper, the researcher delved into the specific application of integrated teaching evaluation in classroom implementation. Firstly, during the lesson preparation stage, the teacher clearly defined the teaching objectives, selected expressive tasks with high cognitive levels, simplified the teaching design to reduce cognitive load. The teaching process follows the MMF structure, which includes pre reading, reading, and post reading activities focused on meaning, emphasizing the principle of meaning first in communicative language teaching. At the same time, teachers have adopted a "blank space" strategy in lesson preparation and prepared backup activities to cope with uncertainty in teaching.

5 Discussions

This chapter discusses the practical strategies and influencing factors of integrating teaching evaluation in classroom implementation. Teachers use formative assessment to clarify learning objectives, employ diverse teaching strategies, interpret student performance, and scientifically synthesize goals to promote student learning. The professional competence of teachers, their understanding of the integration of teaching evaluation, and their initiative are the key to successful implementation. Teachers need to enhance their language and cultural knowledge, improve their attention allocation and feedback abilities. The integration of teaching evaluation is an exploratory practice, and teachers need to understand and master implementation strategies through training, learning, communication, and practice. The positive attitude of teachers and multi-channel learning are crucial for the smooth implementation of integrated teaching evaluation.

6 Conclusion

This study analyzed the strategies and influencing factors of teachers implementing integrated teaching evaluation through a case study method. Research has shown that the successful implementation of classroom evaluation relies on the strategic application of teachers in areas such as goals, evidence, interpretation, alignment, and adjustment. The language literacy, initiative, and training methods of teachers are key factors that affect the implementation of strategies. The study emphasizes the importance of learner goals, current status, pathways, and outcomes in the evaluation framework. The research results have reference value for the implementation of integrated teaching evaluation, and also verify the role of exploratory practice in teacher education. The research is limited by sample size and representativeness, and future studies can be expanded to other course types or validated on a larger scale.