Theory and Practice on Teacher Performance Evaluation |
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| Authors: | Yonghong Cai Chongde Lin |
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| Institution: | (1) Education College, Beijing Normal University, Beijing, 100875, China;(2) Developmental Psychology Institute, Beijing Normal University, Beijing, 100875, China |
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| Abstract: | 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 |
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| Keywords: | teacher performance evaluation teacher competence evaluation teacher effectiveness evaluation task performance contextual performance |
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