在推进教学评价改革的进程中，对教师的评价素养也提出了相应的要求，而在英语学科中，英语教师作为学生最主要的培养者和评价者，其语言评价素养对教师教学和学生学习的有效性有着直接的影响。近年来，对于语言评价素养的相关研究日益增多，人们都慢慢认识到了提高教师语言评价素养的重要性，但在当下真实教学实践中，英语教师在运用评价时仍存在一些问题，例如，研究发现，部分教师没有认识到评价的促学作用、忽视了学生在评价活动中的主体性，使用的评价方法过于单一。此外，截止到目前，鲜有研究深入探索一线英语教师在真实教学情境中的具体评价行为，而这可以为其他一线英语教师提供更易参考和实践的措施。
因此，本研究基于文献梳理出的语言评价素养的理论框架，通过案例研究，探讨在中国“以评促学”和“以评促教”的背景下，教师G在初中英语教学中是如何展现其语言评价素养的，具体体现在以下两个问题：1)教师G有哪些行为表现表明了她的评价知识与技能？ 2)教师G有哪些行为表现表明了她的评价原则？
通过对课堂观察记录、半结构化访谈结果以及其他辅助文件等数据的分析，研究发现，总体而言在评价知识与技能方面教师G具备较高的语言评价素养，但因大班教学等现实因素的限制，相较而言，教师G在评价公平方面的素养没有评价知识与技能方面那么高，但她在实际教学中仍尽最大努力确保评价中的公平。本文主要探讨了教师G身上可供其他一线英语教师学习的行为，具体而言，在评价知识与技能方面，教师G在课前、课中、课后三个阶段都表现出了能够体现其较高语言评价素养的行为：在课前，她清晰认识到评价的作用，秉持“学习式评价”的理念，遵循英语新课标中的理念，基于新课标中的目标和标准、学生需求、教学内容以及外部考试的要求制定目标，基于目标并在大单元教学理念指导下选择多样的评价方法和工具；在课上，她根据学生特点和教学内容灵活调整评价的主体、内容和形式，让学生成为评价的设计者并给予他们足够的支持，利用科技提高评价的即时性和针对性，运用多种方法收集学生学习发生的证据，将收集到的证据与目标进行对比发现差距，并利用差距给学生提供反馈与支架、调整教学，还引导学生有意识地运用评价结果促进学习；在课后，她积极与多方利益相关者交流并提供足够的信息，反思评价实践是否促进了教学和学习，利用外部评价的结果调整教学并引导学生基于考试结果反思自己的学习。在评价公平方面，教师G秉持“每位学生都是发展中个体”的理念，基于学生的多样性做出有差异化的评价，用智慧和耐心评价有特殊需要的学生，评价时避免以偏概全和以己度人的偏见，她用行动努力使每位学生都得到适合他们的评价。
将本研究结果与由文献得出的理论框架进行对比，值得关注的有以下两点：1)由于有限的时间与精力，教师G对于评价的反思没有理论框架中所设想的那么系统，主要集中在对于评价实践能否促进教与学的反思上。2)教师G在评价实践中巧妙利用信息技术提高评价的有效性与针对性，这是理论框架中没有涉及的方面。 
综上，本文通过案例研究探索了在中国“以评促学”和“以评促教”的背景下，教师G在初中英语教学中的评价行为表现，希望能够为其他一线英语教师提高自身语言评价素养提供一定的参考。

In the process of promoting teaching assessment reform, corresponding requirements have been put forward for teachers’ assessment literacy. In English subject, English teachers’ language assessment literacy has a direct impact on the effectiveness of teaching and learning. In recent years, there has been an increasing amount of research on language assessment literacy, and the importance of improving teachers’ language assessment literacy has gradually been recognized. However, in the current real teaching practice, there are still some problems for English teachers when using assessment. For example, research has found that some teachers do not recognize the role of assessment in promoting learning, ignore the agency of students in assessment activities, and use relatively single assessment methods. In addition, so far, few studies have delved into the specific assessment behaviors of frontline English teachers in real teaching contexts, which can provide more reference and practical measures for other frontline English teachers.
Therefore, based on the theoretical framework of language assessment literacy summarized from literature and through a case study, this study explores in the context of promoting learning and teaching through assessment in China, how Teacher G demonstrates her language assessment literacy in middle school English teaching. This is specifically reflected in the following two questions: 1) What specific performance of Teacher G indicates assessment knowledge and skills? 2) What specific performance of Teacher G indicates assessment principles?
Through the analysis of classroom observation records, semi-structured interview results, and other auxiliary documents, the study finds that overall, Teacher G has a high level of language assessment literacy in assessment knowledge and skills. However, due to practical factors such as large class teaching, Teacher G’s literacy in assessment fairness is not as high as that in assessment knowledge and skills. However, in actual teaching, she still makes every effort to ensure fairness in assessment. This thesis mainly explores Teacher G’s behaviors that can be learned by other frontline English teachers. Specifically, in terms of assessment knowledge and skills, Teacher G has demonstrated behaviors that reflect her high language assessment literacy in three stages: before class, during class, and after class. Before class, she clearly recognizes the role of assessment, adheres to the concept of “assessment as learning”, follows the concepts in English Curriculum Standards, sets goals based on the goals and standards proposed by Curriculum Standards, students’ needs, teaching content, and external exam requirements, and chooses various assessment methods and tools based on goals and guided by the philosophy of overall unit teaching. In class, she flexibly adjusts the subject, content, and form of assessment based on students’ characteristics and teaching content, makes students the designers of assessment and provides them with sufficient support, uses technology to improve the timeliness and pertinence of assessment, collects evidence of student learning through various methods, compares the collected evidence with the objectives to identify gaps, and utilizes the gaps to provide feedback and scaffolding for students, adjust teaching, and guide students to consciously use assessment results to promote learning. After class, she actively communicates with multiple stakeholders and provides sufficient information, reflects on whether assessment practices promote teaching and learning, adjusts teaching based on external assessment results, and guides students to reflect on their own learning based on exam results. Besides, in terms of assessment fairness, Teacher G believes that every student is a developing individual. She makes differentiated assessment based on the diversity of students, uses wisdom and patience to assess students with special needs, and avoids biases such as overgeneralization and judging others by personal subjective preferences. It can be seen that she works hard with actions to ensure that every student receives assessments that are suitable for them. 
Comparing the results of this study with the theoretical framework derived from literature, the following two points are worth noting: 1) Due to limited time and energy, Teacher G’s reflection on assessment is not as systematic as what are envisioned in the theoretical framework, mainly focusing on reflecting whether assessment practices can promote teaching and learning. 2) Teacher G cleverly utilizes information technology in assessment practice to improve the effectiveness and pertinence of assessment, which is not covered in the theoretical framework.
In summary, this thesis explores in the Chinese context of promoting learning and teaching through assessment, Teacher G’s assessment performance in middle school English teaching through a case study, hoping to provide some reference for other frontline English teachers to improve their language assessment literacy.