Teachers' Perceptions of a Learner-Centered Teacher Evaluation System

Educational Assessment, Evaluation and Accountability - Promoting success for all students is the driving force to develop and implement sound teacher evaluation systems. As Stronge suggests,...     

Introducing a Teacher Evaluation System Based on Teacher Effectiveness Research: An Investigation of Stakeholders’ Perceptions

Teacher Effectiveness Research (TER) could be a foundation upon which a valid teacher evaluation system could be built. However, even a technically exceptional evaluation system may be doomed to fail if the political dynamics that influence its implementation are not examined. This study examines the extent to which a proposed teacher evaluation system based on TER is possible to gain acceptance from the main stakeholders of the Cypriot educational system. The extent to which stakeholders’ reactions to the proposed system are associated with their personal interests and concerns is also investigated. Both groups recognized that TER could be a foundation upon which a valid teacher evaluation system could be built but were critical of suggestions that might reduce their professional power. In order to reach consensus, policy makers should establish procedures to ensure a clear understanding among stakeholders of both the theoretical assumptions of the proposed system and the type of concerns that stakeholders might have against change.     

Teachers'' Perceptions of High School Environments

The purpose of this study was to investigate high school teachers' perceptions of school environments and to determine whether gender was a differentiating factor. A total of 275 teachers from eight high schools responded to the Teacher's School Environment Survey. The results revealed that most of these teachers had favourable perceptions. They rated job satisfaction and principal leadership highly but ethnic equity relatively low. Female teachers scored higher than male teachers on job satisfaction, collegiality, teacher-student relations, ethnic equity, teacher influence, and student discipline. No significant difference was found in teachers' perceptions of principal leadership. Implications of the findings are discussed. This revised version was published online in July 2006 with corrections to the Cover Date.     

教师“评价认同”：评价促进教师发展的 内生力

教师“评价认同”,是教师对施加于自身的以“人”属性及价值实现为目的的“本源性”教师评价所产生的心理认可和赞同,以及对以多元化评价目标、主体、内容及形式为具体表现的“多维性”教师评价产生的认可与赞同。它通过教师对评价觉知、审视与思悟的过程表现为一种促进教师“全面、和谐、持续”发展的源于内部的“内生力”。教师评价通过“评价认同”促进教师发展,体现着“内生力”的实现。     

以质量为导向的评价：高校教师科研 评价制度重构研究

教师科研评价制度作为高校学术管理的基本制度之一,在提高学术成果质量、引导高校教师学术行为以及调节学术风气等方面都具有重要的作用。但目前高校教师科研评价制度从理念、方式和监督层面来看仍存在一些问题,如物化逻辑的渗入导致评价偏离学术本位理念、过度的量化评价导致教师产生“负效应”、监督机制的不完善导致评价出现“漏洞”等,这些问题的存在都制约着质量理念的落实。通过对以上问题进行原因剖析,提出优化对策：坚持“三个统一”的理念,以学术本位促进质量理念的落实;以学术思维完善代表作制度并推行科研失败机制,从评价方式上真正落实质量理念;建立学术打假机构,以完备的监督体系为质量理念保驾护航。     

发展性教师评价刍议

发展性教师评价制度是依据一定的发展目标和发展价值观，具有评价过程的全面性，评价组织的广泛性，评价结果的导向性。建立发展性教师评价体系，必须明确发展目标，强化保证措施，制定科学的评价程序。发展性教师评价不应与对教师的奖惩挂钩，评价结论应该是量化加评语。     

教师评价体系的研究

教师评价是对教师工作现实的或潜在的价值作出判断的活动,它的目的是促进教师的专业发展与提高教学效能。研究结果表明,有多种途径可用于教师评价:自我评价、家长评价、学生评教、同行评议、书面材料的收集与观察以及教学成果等等,多渠道地收集信息,有助于提高评价的信度。     

从教师教育技术能力评估到高级教师资格认证——美国教师评价体系的启示

教师能力的有效评价是当今备受关注的一个问题,了解美国教师教学能力评价的脉络,分析美国教师教育技术能力、美国高级教师资格认证的标准和评估手段,对中国教师的教育技术能力评估具有积极意义.本文通过文献比较研究,发现美国教师的教学能力评估体现了可操作性,强调评估的过程性,对教师能力的理解始终关注的是对教师教学的影响、对学生学习的影响.对于我国正在逐步推广的教师教育技术能力评估,可以借鉴美国教师教育技术能力评估和高级教师资格认证的相关做法,强调评估的过程性和发展性,并能从对学生学习影响的视角来评价教师的教育技术能力.     

Criterion-Related Validity Evidence for a Standards-Based Teacher Evaluation System

This article reports evidence of the criterion-related validity of a standards-based teacher evaluation system implemented by the Cincinnati Public Schools. The analyses described provide evidence for a moderate level of criterion-related validity of the teacher evaluation ratings. The results indicate that teachers who received the lowest ratings on the Teaching for Learning domain had students who performed lower on state and district tests than predicted based on prior year test scores. Students of teachers who received the highest ratings on this domain generally performed better than predicted. Correlations (Kendall’s tau) between composite scores (the sum of four domain scores) and student achievement ranged from 0.28 to 0.37, depending on subject tested, and were statistically significant at conventional levels.A previous version of this paper was presented at the Annual Meeting of the American Evaluation Association, November 8, 2002 in Washington, D.C.     

Assessment of Teacher Reactions to a Standards-Based Teacher Evaluation System: A Pilot Study*

This article reports on teachers' reactions to a pilot implementation of a new standards-based teacher evaluation system in a medium-sized Midwestern school district. The system, based on the Framework for Teaching (Danielson, 1996), was intended to serve as the foundation for a new knowledge and skill pay plan for teachers. Teacher reactions were measured using both interview and survey methods. Teachers' overall favorableness toward the system, as measured by the survey, was correlated with acceptance of the teaching standards, perception of the evaluation process as fair and the evaluator as capable and objective, and perception that the evaluation system had a positive impact on their teaching. In interviews, teachers perceived both positive and negative aspects of the system, and for many these more or less balanced each other. While most teachers accepted the evaluation standards and the need for an evaluation system, many also perceived that the system added too much to teachers' workloads and did not provide enough feedback. Based on these results several changes were made in the evaluation system prior to full implementation. The results are discussed with reference to previous research and the Personnel Evaluation Standards.     

促进教吵币专业发展的教师自评体系解构

2001年颁布的《基础教育课程改革纲要（试行）》中明确提出：“建立促进教师不断提高的评价体系”、“建立以教师自评为主”的评价制度,这表明了教师自评在教师专业发展中的重要作用。以教师专业发展及教师自评的理论为基础,从教师的专业情意、专业知识与专业技能三个方面,对教师自评体系进行解构,可以促进教师的专业发展。     

Teacher Perceptions of Parent Engagement at a Cyber High School

A growing number of adolescents are taking all or most of their courses online. This places a greater responsibility on parents to support and facilitate their students' learning. This case study used teacher surveys and interviews to better understand how teachers perceived and supported parents' attempts to support their online students at a single online charter school. The results indicated that teachers observed multiple ways in which parents supported their students by (a) organizing and managing students' schedules, (b) nurturing relationships and interactions, (c) monitoring and motivating student engagement, and (d) instructing students when necessary. However, teachers believed that parents could act as obstacles to their students' learning by being overly engaged in certain types of learning activities. Additional research is needed that examines parent engagement in a variety of online learning environments. Research that identifies best practices could also be especially valuable to online teachers and administrators wishing to improve the quantity and quality of parental engagement in their programs.     

教师评价内容体系之重建

针对当前教师评价理论与实践存在的问题,教师评价内容体系的重建是教师评价研究的一项重要任务。以教师基本素质、职责与表现为主要成分,整合教师胜任力评价、教师绩效评价和教师效能评价的契合之处,在理论上提出了教师评价内容体系的金字塔模型。金字塔模型主要有成分、维度与指标三级体系构成,它对量化教师绩效评价、促进教师专业发展、加强教师培训与提升教师整体素质都具有重要价值。     

发展性教师评价体系的思考

教师评价是促进教师素质和专业水平发展的重要举措.本文对教师评价的研究现状进行了概述,对目前教师评价机制存在的问题进行了分析,并在此基础上,对发展性教师评价的特点进行了研究.     

加州大学伯克利分校教师评价系统解构

本文全面介绍了加利福尼亚大学伯克利分校教师评估体系的构成和运行机制,分析了该体系具备的优势以及存在的不足,并结合目前我国高等院校教学质量评估体系的实际情况进行了比较和讨论。     

发展性教师评价制度的本质

发展性教师评价是一种最早兴起于英国、与外控式评价相对应的以促进教师专业发展为目的的教师评价制度.教师评价是促进教师素质和专业水平发展的重要举措.本文对我国教师评价的现状进行了总结,对目前教师评价机制存在的问题进行了分析,并在此基础上,对发展性教师评价的本质进行了研究.     

教师教学效益的DEA评价

本在数据包络分析(DEA)的C^2R模型基础上，以同一学校的全体教师为研究对象，建立了教师教学效益的评价模型，从教师教学的投入产出上对教师教学效益进行分析和评价，为管理决策提供参考依据。