全部 标题 作者
关键词 摘要

OALib Journal期刊
ISSN: 2333-9721
费用:99美元

查看量下载量

相关文章

更多...

Research on the Construction of Teacher-Student Collaborative Development Primary and Secondary School Teacher Evaluation System Based on International Comparison

DOI: 10.4236/jss.2025.133029, PP. 417-433

Keywords: Teacher Evaluation, Collaborative Development of Teachers and Students, International Comparison, Institutional Logic, Reconstruction of Evaluation System

Full-Text   Cite this paper   Add to My Lib

Abstract:

By comparing the institutional characteristics and practical differences of the evaluation system of primary and secondary school teachers in Britain, the United States, Japan, Russia and China, this paper reveals the typical characteristics of each country in the aspects of evaluation orientation, subject participation and result application. The findings are as follows: the United Kingdom and the United States emphasize the value-added effect of evaluation, Japan attaches great importance to the construction of teacher community, Russia maintains the characteristics of administrative leadership, and China presents the characteristics of the transformation of traditional assessment and professional development. Based on this, the research proposes a new evaluation system with teacher-student collaborative development as the core. By reconstructing evaluation objectives, optimizing implementation paths and establishing feedback mechanisms, the two-way coupling of teacher professional growth and student development needs can be realized. This system emphasizes the principal position of teachers and establishes a cycle mechanism of “diagnosing-improving-value-added” to provide theoretical reference for the reform of global teacher evaluation.

References

[1]  All-Russian Teachers’ Union (2022). Survey Report of the All-Russian Teachers Union on the Current Situation of Teacher Evaluation.
[2]  All-Russian Union of Educators (2022). Research on the School Evaluation System in Russia. All-Russian Union of Educators.
[3]  Ball, S. J. (2021). The Education Debate: Policy and Politics in the Twenty-First Century. Bristol University Press.
[4]  China National Institute of Education Sciences (2023). Blue Paper on the Reform of the Teacher Evaluation System in the New Era. Educational Science Press.
[5]  College of Education, Zhejiang University (2023). Final Report on the Pilot Project of Narrative Evaluation of Teacher Ethics. Zhejiang University Press.
[6]  Darling-Hammond, L., & Amrein-Beardsley, A. (2019). The Negative Impact of Value-Added Modeling on Educator Practice. Stanford Center for Opportunity Policy in Education.
[7]  Darling-Hammond, L., Burns, D., Campbell, C., Goodwin, A. L., Hammerness, K., Low, E. L. et al. (2017). Empowered Educators: How Leading Nations Design Systems for Teaching Quality. Jossey-Bass.
[8]  Denver Public Schools (2021). Career Ladder Program Evaluation Report. Denver Public Schools.
[9]  Department for Education (2021). Progress 8 Model: Impact on Disadvantaged Students in Manchester. OFSTED.
[10]  Department for Education (UK) (2016). Teacher Appraisal Framework: Focus on Professional Growth. DfE.
[11]  East China Normal University (ECNU) (2023). Pilot Report on Dynamic Teacher Development Evaluation System in Shanghai. Shanghai Municipal Education Commission.
[12]  FEA (2019). The Impact of VAM-Driven Evaluation on Classroom Practice. Florida Education Association.
[13]  Guangdong Provincial Department of Education (2023). Guidelines for Subject Evaluation Standards. Guangdong Education Press.
[14]  Hiroshima Board of Education (2021). Hiroshima: Hiroshima Board of Education.
[15]  Japanese Ministry of Education, Culture, Sports, Science and Technology (2023). Tokyo: The Ministry of Education and Science (pp. 5-7).
[16]  Manchester University (2022). Reliability of Classroom Observation Ratings in Teacher Appraisal. Manchester Institute of Education.
[17]  Ministry of Education of the Russian Federation (2020). Federal State Educational Standards (Basic General Education Standards). Ministry of Education and Science of the Russian Federation.
[18]  Ministry of Education, Sports, Science and Technology, Japan (2020). Survey Report of the Ministry of Education, Sports, Science and Technology on Teacher Evaluation and Teaching Skills Improvement.
[19]  Moscow Teachers’ Union (2022). Annual Survey on Teachers Evaluation in Moscow (p. 8). Moscow Teachers’ Union.
[20]  OECD (2021). Education Policy Outlook 2021: Shaping Responsive and Resilient Education in a Changing World. OECD Publishing.
[21]  OFSTED (2015). The Common Inspection Framework: Education, Skills and Early Years. HMSO.
[22]  OFSTED (2020a). Evaluation of Professional Dialogue Review in Birmingham Schools. Department for Education.
[23]  OFSTED (2020b). School Inspection Handbook 2020. UK Department for Education.
[24]  Osaka Prefectural Board of Education (2020). Report on the Practice of Sharing Teaching Evaluation Data through School Collaboration. Osaka Prefectural Board of Education.
[25]  Sahlberg, P. (2018). Finnish Education in Crisis? How Teacher Agency and School Autonomy Can Save It. Finnish National Agency for Education.
[26]  The Central Committee of the Communist Party of China and the State Council (2020). General Plan for Deepening the Reform of Education Evaluation in the New Era. The Portal of the Central People’s Government of the People’s Republic of China.
http://www.gov.cn/zhengce/2020-10/13/content_5551119.htm
[27]  Waters, J., & Brown, A. (2022). Rater Reliability in Ofsted Classroom Observations. University of Manchester Press.
[28]  Yale University (2022). Validity of Connecticuts Comprehensive Evidence-Based Assessment System (CEAS). Yale Center for Education Research.

Full-Text

Contact Us

service@oalib.com

QQ:3279437679

WhatsApp +8615387084133