1 Introduction

Evaluation literacy is the key to teachers' professional development, involving knowledge and skills in educational evaluation. International research shows that teacher evaluation literacy is crucial for teaching. Although research has explored teacher evaluation literacy, there is insufficient attention paid to the evaluation literacy of English teachers in basic education, especially in high schools. The Chinese Ministry of Education emphasizes the importance of evaluation in English curriculum, but the current status of evaluation literacy among high school English teachers is still unclear. Existing research mostly uses questionnaire surveys, focusing on testing theory, but lacks exploration of practical knowledge in classroom evaluation. This study adopts a case study method to deeply explore the current status of writing evaluation literacy of two high school English teachers in Beijing, aiming to reveal how teachers seek balance in internal and external conflicts and support students' learning.

2 Research Methods

This chapter introduces a qualitative case study aimed at exploring in depth the writing evaluation literacy of two high school English teachers in Beijing. The study used convenience sampling and conducted a long-term follow-up survey to provide a detailed description of teachers' writing evaluation literacy. The research subjects are two enthusiastic and serious English teachers who have not received writing evaluation training during their undergraduate and master's degrees. Therefore, their writing evaluation literacy is mainly formed through teaching research activities, teacher-student interaction, and teaching reflection. Data collection includes semi-structured interviews, classroom observations, and important materials, with interview questions referencing Lam's (2019) survey questionnaire. Data analysis was conducted using NVivo 12 software, combining bottom-up and top-down methods, as well as a conceptual framework based on Lam (2019) and Xu u0026 Brown (2016), to construct an analysis framework that includes the knowledge base, concepts, and practices of writing evaluation. To ensure the credibility of the analysis, researchers discussed coding with experienced researchers and formed a three-level coding structure.

3 Research findings and discussions

A study found that two high school English teachers have deficiencies in theoretical knowledge of writing evaluation, but have accumulated rich practical knowledge through teaching and research activities and teaching experience. In the practice of evaluation, they are led by teachers and adopt a holistic scoring method. At the same time, they explain the scoring criteria in detail during the evaluation class, and cultivate students' self-evaluation awareness and evaluation ability by analyzing their compositions and essays. Although there are differences in the purpose and emotional attitude of writing evaluation between the two teachers, they both believe that writing evaluation is an important means to improve students' writing ability.

4 Conclusion

This study reveals the writing evaluation literacy of two high school English teachers through qualitative case studies, and finds that their literacy is complex and situational. Although teachers lack theoretical knowledge, they have rich practical knowledge, strong self-efficacy, and hold the concept of promoting learning through evaluation. However, their evaluation emotions are influenced by factors such as exam culture, student population, and workload. In classroom evaluation, teachers lead the evaluation activities and use official standards and student model essays to cultivate students' meta evaluation abilities. The study emphasizes the importance of practical knowledge for teachers and suggests that training should incorporate excellent teacher experience and introduce innovative evaluation methods to enhance teachers' writing evaluation literacy. Future research can further explore writing feedback to optimize the role of teachers in promoting learning.