Jiamin Cai, Cailin Yang*
Nanbian Primary School, Foshan 528000, Guangdong, China.
*Corresponding author: Cailin Yang
Abstract
In the context of primary English education, picture book teaching has emerged as a dominant trend, especially for lower-grade students during their critical period of English learning and interest cultivation. Under the national policy of non-paper-based stress-relief assessment for Grade 1-2 students, exploring effective evaluation methods and practices for picture book learning has become increasingly urgent. Aligned with the 2022 new curriculum standards, the Backward Design Model—which prioritizes defining desired learning goals, designing assessment methods, and then planning instructional activities—embodies the integration of teaching, learning, and assessment. Taking Top Cat (Songbirds Phonics Stage 1, FLTRP) as a case study, this paper explores the implementation of efficient evaluation approaches featuring multi-dimensional assessment, multi-stakeholder participation, and multi-level criteria guided by the Backward Design Model, focusing on practical applications and model validity. Preliminary findings suggest a remarkable increase in assessment-objective alignment, providing a replicable framework for early EFL picture book teaching.
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How to cite this paper
Backward Design Model-driven Evaluation Methods in Lower Primary English Picture Book Teaching: A Top Cat Case Study
How to cite this paper: Jiamin Cai, Cailin Yang. (2025). Backward Design Model-driven Evaluation Methods in Lower Primary English Picture Book Teaching: A Top Cat Case Study. The Educational Review, USA, 9(6), 600-604.
DOI: http://dx.doi.org/10.26855/er.2025.06.007