Instructional Appraisal Literacy of Teachers as Predictor of Students' Interaction in Diverse Cultural Classroom Environment

This study aimed to determine which domains of instructional appraisal literacy of teachers predicts the students’ interaction in diverse cultural classroom environment in Qujiang New District in Xi’an City, Shaanxi Province, China. 195 students were identified using the stratified sampling method. The study utilized a descriptive-correlational design, employing two survey questionnaires focused on instructional appraisal literacy of teachers and Student’s Interaction for data collection. Statistical tools used included mean, Pearson r, and regression analysis. Results indicated that the level of instructional appraisal literacy of teachers in terms of fairness and equity, student’s involvement, feedback and communications, and technology in assessment was moderate which also means that it was sometimes observed. Moreover, on the level of students’ interaction in diverse cultural classroom environment in terms of interactive learning, cooperative learning, social development, and interpersonal competence garnered a mean score equivalent to moderate which also means that it was sometimes observed.. The findings also revealed a strong significant relationship between instructional appraisal approach of teachers and student’s interaction (p < .05). Furthermore, fairness and equity, student’s involvement, feedback and communication, and technology in assessment significantly influenced student’s interaction. Specifically, for every unit increase in these domains of instructional appraisal literacy, student’s interaction increased by 1.908, holding other factors constant. Based on these findings, the study recommends that teachers should continue to refine their practices in providing equitable assessments and clear feedback. Enhancing student involvement in the assessment process and utilizing technology to support diverse learning needs are crucial areas for development.