You are now a doctoral student in education please expand the following short essay to 200 words from a curriculum improvement perspective maintaining the original meaning unchanged The teaching eval

The current teaching evaluation of the course is limited in its development and lacks a comprehensive approach. Currently, the formative evaluation consists of two components: classroom performance and assignments. The summative evaluation solely relies on the final written test score. Although the written test incorporates vocabulary, multiple choice, and translation exercises between Japanese and Chinese sentences, this assessment method lacks diversity and fails to capture the full spectrum of students' language skills. Consequently, it does not effectively reflect their actual language abilities and fails to foster their interest in learning.

One major limitation of the current assessment method is its homogeneous nature, as it neglects the important skills of listening and speaking. These skills are essential in language acquisition and should be included in the evaluation process. Without incorporating listening and speaking assessments, it becomes impossible to accurately measure students' abilities in these areas. For instance, a student who consistently refrains from participating in class discussions may possess strong listening and speaking skills, but this would go unnoticed under the current evaluation system.

In order to improve the curriculum and assessment methods, it is crucial to address these shortcomings. A more comprehensive approach should include various assessment techniques such as oral presentations, group discussions, and listening exercises. By diversifying the assessment methods, students' real language skills can be accurately measured, providing a more holistic evaluation of their abilities. Moreover, incorporating these elements into the evaluation process can help stimulate students' interest in learning, as they can see the practical application and relevance of their language skills.

In conclusion, the current teaching evaluation of the course is limited in its scope and fails to adequately assess students' language abilities. By incorporating listening and speaking assessments and diversifying the evaluation methods, the curriculum can be improved to better reflect students' real language skills and stimulate their interest in learning