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平衡计分卡作为一种绩效管理工具在国内外企业、事业单位已经被广泛采用或借鉴,运用平衡计分卡构建义务教育学校教师绩效评价指标体系,要对其四个层面的绩效评价指标体系合理转换,其绩效评价过程一般包括明晰并确定学校愿景、制定学校战略目标、基于平衡积分卡建立教师绩效评价体系、进行绩效评价、绩效评价体系的改进与应用等环节。 相似文献
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平衡计分卡（BSC）是一种战略性业绩评价框架,在绩效评价理论和实践中发挥了重要作用。本文从高等教育资源整合与共享绩效评价平衡计分卡框架的提出理由入手,阐述了平衡计分卡在高等教育资源整合与共享绩效评价中的整合,并构建了基于平衡计分卡的高等教育资源整合与共享绩效评价指标体系。 相似文献
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平衡计分卡（BSC）是一种从财务、客户、内部过程以及学习与成长等四个维度指标角度,平衡和考察被评价主体各个层次的绩效水平的绩效评价工具。据此,文章把教育信息化平衡计分卡归为价值贡献、用户满意度、内部过程、学习与革新四部分,阐述了基于平衡计分卡的教育信息化评价主要应遵循的六个步骤：确定远景目标、因果关系分析、建立各层次平衡计分卡、构建指标体系、绩效评价、绩效跟踪和改进,从而构建起一个基于平衡记分卡的教育信息化绩效评价体系。 相似文献
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借助平衡计分卡理论,应用层次分析法,构建了由满意程度、资金支持、内部管理、学校成长4个一级指标、9个二级指标以及若干三级指标组成的职业本科院校高质量发展绩效评价指标体系。结合绩效评价指标权重结果,提出制定绩效评价整体指标、推动高校绩效分类评价、优化财务绩效评价体系、凝练管理绩效指标特色以及构建绩效评价反馈机制的配套建议。 相似文献
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平衡计分卡于我国高校之应用 总被引：7，自引：0，他引：7
平衡计分卡从财务、顾客、内部业务流程和学习与成长四个维度,简单而有效地将组织的战略转化为绩效评价的目的、指标、目标和行动。本文通过对平衡计分卡进行修正和改造,把平衡计分卡引入我国高校,建构出适合高校的平衡计分卡框架体系,并通过实例分析,设计出适合个案高校的平衡计分卡指标体系。 相似文献
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《江苏经贸职业技术学院学报》2015,(6)
正确评价员工绩效的前提是建立科学、合理、可行的绩效评价指标体系。平衡计分卡指标体系是财务绩效评价指标与非财务绩效评价指标的综合体,它给管理层提供了全面评价企业运营状况的依据,为企业决策层的战略管理活动搭建了良好的层次框架。借鉴平衡计分卡的基础架构,采用层次分析法建立员工绩效考核体系,科学设置指标权重系数,可全面反映员工绩效管理活动的基本情况。 相似文献
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教师绩效评价对加强教师队伍建设、促进教师事业的科学发展有着积极的意义。然而笔者调查发现,现阶段中小学教师绩效评价还存在着评价方案制定不合理、评价过程重形式轻内涵、评价结果未能有效利用等问题。将平衡计分卡引入教师绩效评价,能够促使教师对其职业生涯进行战略与绩效管理,加强学校管理层与教师之间的建设性沟通。因此,本研究初步探讨了平衡计分卡在教师绩效评价过程中的制定及其实施过程,为教师绩效评价改革提供新的研究视角。 相似文献
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平衡计分卡是一种广泛应用于企业绩效评价的管理工具,文章尝试将这一方法引入高校财务管理工作,以期更好地为完善高校财务管理方法,提高高校财务管理效率服务。文章首先分析高校财务管理的现状和传统绩效管理方法的局限性,在总结和阐释平衡计分卡的基本原理的基础上,探讨在高校财务绩效评价中引入平衡计分卡理论的意义,并进行可行性分析。在构建高校财务管理绩效评价的指标体系基础上,提出完善高校财务绩效评价体系,实现高校财务管理机制创新的对策建议。 相似文献
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平衡记分卡是一种行之有效的绩效评价方法,但在我国目前高校特别是高职院校对平衡记分卡的理论研究和实际应用基本上还是空白。本文着眼于高职院校的战略发展要求,提出要依据平衡计分卡的设计思想构建绩效管理评价指标,并阐述基于平衡计分卡的高职院校教师绩效管理指标体系的基本思路和内容设计。 相似文献
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基于人类绩效技术的基本原则和 ISPI的 HPT过程模型,结合学校组织和教师工作的特性,从三个主要环节上进行教师绩效管理流程的系统设计：建立整合学校组织目标和教师个人发展目标的绩效目标体系;实施从传统的教学型培训转向非教学型绩效支持的绩效辅导与改进策略;采取多层次评估方法对绩效改进效果进行评估与反馈。学校绩效人员将 HPT理念和操作模型引入到学校教师管理领域具有重要价值,但也可能面临一些局限和困难。 相似文献
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David B. Reid 《Journal of School Choice》2018,12(2):237-253
Over the past decade U.S. policymakers, practitioners, and researchers have sought to examine if changing teacher evaluation policies and systems have resulted in changes in identifying quality teachers and/or increased student achievement. This research generally shows most states have experienced little change in how teachers are rated. Researchers are now exploring why, in many cases, teacher evaluation reforms have failed to produce the desired systematic changes of better identifying quality teachers and better distinguishing teacher performance. Embedded within this line of inquiry is how principals (and other evaluators) are trained to use new teacher evaluation systems. This comparative case study observed six principals (three charter school principals and three traditional public school principals) in the U.S. state of Michigan as they learned and enacted a new teacher evaluation system. Additionally, all principals were interviewed three times throughout the school year, in an effort to examine how their initial teacher evaluation training impacted their evaluation of teachers. The research questions that guided this work were: (1) how are principals initially trained when their school adopts a new teacher evaluation system?; (2) in what ways does the training received by charter school principals compare to that of traditional public school principals?; and (3) how does initial training impact how principals evaluate teachers? Results indicate principals are trained to navigate the logistics of new teacher evaluation systems, but are not trained to evaluate teacher performance. Implications for policy and practice are discussed. 相似文献
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Teacher performance evaluation plays a key role in educational personnel reform, so it has been an important yet difficult
issue in educational reform. Previous evaluations on teachers failed to make strict distinction among the three dominant types
of evaluation, namely, capability, achievement, and effectiveness. Moreover, teacher performance evaluation was usually restricted
to task performance, neglecting contextual performance. Most researches done in teachers’ evaluation were only about college
teachers. This paper suggests that teacher performance evaluation should find its theoretical foundation in teacher performance
constructs. After making literature review, critical case study, critical interview, and qualitative research, the authors
propose a new construct of teacher performance and make necessary analysis for the construct of reliability and validity in
empirical approaches.
Translated from Teacher Education Research, 2005, 1 相似文献
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高职院校教师绩效考核存在的问题及其对策 总被引：3，自引：0，他引：3
高职院校教师绩效考核存在考核定位不准确、岗位职责不清晰、考核标准不科学等问题,影响了绩效考核效果和功能的发挥。绩效考核是一个全方位的动态管理过程,改进绩效考核,须树立科学的绩效管理思想,将考核与教师未来职业发展结合起来,还要做好岗位分析,制定科学的考核指标体系,及时进行考核结果的反馈,将考核与其他人事管理环节挂钩,推进教师绩效的提升。 相似文献
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教育评价事关教育发展方向,影响教师潜心育人的专业表现及学生全面发展。为考察问责式和发展性两种教师评价对教师专业表现的不同影响,本研究采用问卷法,调查了我国中西部2354名县镇及乡村中小学教师,构建潜变量结构方程模型,探究教师所感知的教师评价方式、对评价的态度、教师的专业学习及专业表现之间的关系。结果发现:问责式教师评价对教师专业表现影响的直接效应不显著,但通过教师对评价反馈的态度和专业学习,显著负向影响教师专业表现;发展性教师评价对教师专业表现的总效应、直接效应和间接效应皆为显著正向影响。这提示不同教师评价对教师潜心育人专业表现的影响机制是不同的,在制定和改革教师评价方案时需要综合考虑。 相似文献
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柳国辉 《集美大学学报(教育科学版》2014,(3):1-5
教师绩效评价与专业发展是中小学人力资源管理的关键要素。美国将教师绩效评价政策作为学校问责与教师质量保证的重要组成部分,各州已经开发并实施各种教师绩效评价政策。例如,美国北卡罗莱纳州教师绩效评价政策的出发点在于促进与支持有效的学校领导、教学质量和学生学习成就。北卡罗莱纳州教师绩效评价体系涉及到评价目标、评价标准和评价过程,该州教师绩效评价政策为教师专业发展提供了新的范式,值得我们学习和借鉴。 相似文献
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作为一种科学的绩效管理理论和方法,平衡计分卡在企业和公共部门的应用大大提高了它们绩效管理的效率和质量。笔者尝试探讨在我国社会保障部门中引入基于关键绩效指标的平衡计分卡衡量其绩效,并设计了相应的实施步骤,期望建立一套适应社会保障部门工作实际和发展需求的绩效评估体系,以提高其绩效,更好地实现稳定社会、保障民生的功能。 相似文献
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Stress and the deputy head 总被引：1，自引：1，他引：0
Julian Haes 《School Leadership & Management》2013,33(1):49-54
In recent years Ministries of Education in Canada have developed provincially mandated teacher evaluation policies to ensure the provision of effective classroom instruction to students and the professional growth and development of teachers through the assessment of their performance in the classroom and the quality of their teaching practice. Based on an in‐depth study of teacher evaluation practices in a school jurisdiction in the province of Alberta, the researcher concludes that the policy falls short in meeting these intended objectives for essentially three reasons: (1) teacher evaluation is an externally imposed bureaucratic mandate rather than a requirement that emerges from the professional culture of the school that requires an ongoing review of practice by administrators and teachers; (2) the teacher evaluation process is conducted as a distinct and separate process by school administrators, with little connection to other school and district policies or professional development activities; and (3) despite the intended purpose of the teacher evaluation policy, how it is interpreted and implemented is greatly influenced by the attitudes, values and beliefs of the evaluator (administrator) with regard to what constitutes effective teaching, and the role and purpose of schooling in the community. The researcher discusses alternative approaches to teacher evaluation that focus more directly on instructional improvement and the professional development of teachers. 相似文献
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Views on the evaluation of teachers were investigated in a sample of Barbadian primary and secondary school teachers. Their perceptions of existing evaluation were compared with their stance on literature recommendations for teacher evaluation. Questionnaire responses revealed strong support for teacher evaluation in principle, and for general recommendations in the literature on the conduct of teacher evaluation. However, there was equally strong dissatisfaction with the existing system of teacher evaluation, which was perceived to be aimed primarily at fulfilling administrative requirements, with insufficient emphasis on promoting improved teacher performance. Strategies in use did not appear to be designed to facilitate communication between evaluator and evaluated. There were significant differences between primary and secondary school teachers on most of the issues investigated. 相似文献