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The purpose of this paper is to improve the English teaching levels of colleges and universities. First, the primary attributes of dynamic nonlinear system theory in second language acquisition are analyzed. Second, the influencing factors of English grammar application ability in theoretical dimension and measurement methods are proposed. Six first-year students majoring in English in a university were randomly selected as research objects, who were followed up for a semester, during which three identical oral English tasks were finished (in September, October, and November of 2020). The fluency, accuracy, and complexity of students' utterances are statistically analyzed using SPSS 26.0. Results demonstrate that the fluency of students' utterances has increased from 110 syllables per minute on average in September to 129 syllables per minute on average in November. The proportion of error-free clauses has increased from 0.5 to 0.55, and the number of clauses in the T unit has increased from 1.42 to 1.51. Students P 1 , P 2 , P 3 , P 5 , and P 6 have a gradually increasing accuracy of utterance, while student P 4 shows a gradually decreasing utterance accuracy. Students P 1 and P 5 have a decreasing utterance accuracy, while students P 2 and P 6 present an increasing utterance accuracy. Besides, the utterance accuracy of students P 3 and P 4 first decreases and then increases. The performances in utterance complexity of students P 2 , P 3 , P 4 , P 5 , and P 6 have been increasing gradually, while the performance of student P 1 has been decreasing gradually. The normal distribution of each student's test scores is different, as well. Hence, any minor changes will affect the overall oral English levels of students. [ABSTRACT FROM AUTHOR]

Objective - Evidence-based librarianship (EBL) springs ffrom medical and academic origins. As librarians are tertiary educated (only occasionally with supplementary qualifications covering research and statistics) EBL has an academic focus. The EBL literature has significant content from school and university perspectives, but has had little, if any, vocational content. This paper suggests a possible Evidence Based Librarianship context for vocational libraries. Methods - A multidisciplinary scan of evidence based literature was undertaken, covering medicine and allied health, librarianship, law, science and education. National and international vocational education developments were examined. The concept and use of evidence in vocational libraries was considered. Results - Library practice can generally benefit from generic empirical science methodologies used elsewhere. Different areas, however, may have different concepts of what constitutes evidence and appropriate methodologies. Libraries also need to reflect the evidence used in their host organisations. The Australian vocational librarian has been functioning in an evidence based educational sector: national, transportable, prescriptive, competancy based and outcomes drived Training Packages. These require a qualitatively different concept of evidence compared to the other educational sectors as they reflect pragmatic, economic, employability outcomes. Conclusions - Vocational and other librarians have been doing research but need to be more systematic about design and analysis. Librarians need to develop 'evidence literacy' as one of their professional evaluation skills. Libraries will need to utilise evidence relevant to their host organisations to esablish and maintain credibility, and in the vocational sector this is set in a competency based framework. Competancy based measures are becoming increasingly relevant in school and university(including medical) education.

Effective assessment systems generate information that can help institutions adapt to changing conditions while they maintain stability and identity. Effective assessment also helps faculty and staff gain an understanding of how the college experience impacts students (Jacobi, Astin & Ayala, 1987). Effective assessment provides well-defined outcomes for curricular and co-curricular activities and programs. These programs "add direction and impetus to 'unfreezing' institutional culture in order to make changes in policy, method, and procedures to stimulate innovation which results in improvement" (Messina & Fagans, 1992, p. 2. Assessment can support strategic planning efforts by helping institutions define goals and objectives, by identifying critical issues that need attention, and by providing feedback about the effectiveness of long-range plans (Jacobi, Astin & Ayala, 1987). In this way, institutions can use assessment both to respond to external demands for accountability and as a proactive effort to provide a rational basis for decision-making in light of the uncertain future of higher education and the changing external environment. According to Messina and Fagans (1992), effective assessment (a) focuses on areas that need improvement, (b) requires faculty, staff, and student participation, and (c) includes multiple avenues for feedback. The Equity Scorecard is a tool that helps incorporate these criteria into the day-to-day activities within campus communities. The Equity Scorecard is grounded in theoretical and practical literature that critiques and moves beyond access and retention to measure the level of academic success (Astin & Oseguera, 2004; Bowen, Bok & Burkhart, 1999; Bok, 2003; Bowen and Bok, 1998; Jencks & Phillips, 1998). In the past, higher education leaders sought ways to change or influence at-risk students so they could succeed in institutions where the culture remained unchanged. In contrast, the Scorecard proposes that both students and institutions assume responsibility for educational outcomes. While there is extensive literature on what historically underrepresented students lack and how they can change to better meet the rigors of college, the Equity Scorecard focuses attention on institutional change. This assessment tool emphasizes the notion of the accountability side of diversity, which is the title of an article on the Scorecard written by Bensimon, Polkinghorne, and Bauman (2003). According to Bauman, Bustillos, Bensimon, Brown, and Bartee (2005), "…an institution takes inclusive excellence seriously if it (1) accepts the responsibility for producing equitable educational outcomes for students from historically disenfranchised groups, and (2) monitors the development of high achievement among historically underrepresented students" (p. 9). This tool provides the stimulus for the development of an institutional ethos that values a culture of evidence (Alstete, 1995; Lowman, 2002). [ABSTRACT FROM AUTHOR]