Distinction Between Teacher Evaluation System

Education's development rely more on teachers. In ours opinion, ameliorating and perfecting the teacher evaluation can improve teachers' quality. With the development of evaluation practice, the up-to-date theory regard evaluation as a mental constructive process that shared by the valuator and those being evaluated, instead of dominating by the valuator. In this process, those being evaluated are also really act on important roles and the subjects of the evaluation, in addition, the methods mainly used are qualitative evaluation ones. The qualitative evaluation method requires that the evaluated object's particularity and characters should be thought about seriously. Because educational evaluation concerns different values and different objects, so that, the valuator should take a role of forming the authentic and effective inclusions. But when we look back to the reality of our country's teacher evaluation, we find that the valuators are not standard, only one evaluation criterion, and the process dominated by formalism, and so on. So we put forward differentiated teacher-evaluation systems.In the first chapter, the author emphasize the origin of the differentiated teacher-evaluation systems,In the second chapter, the theory foundation is narrated.In the third chapter, the author made clear the responsibilities of valuators. Although the teachers that being evaluated, their peers, the supervisors are equal in the evaluation, they take different roles and come into being different effects. The supervisors are coordinators, teachers are the core and the subjects of implementing the evaluation, their peers are the main participants, and the education experts are the co-workers.In the fourth chapter, the author differentiate the evaluation objects. We pay attention to divide the teachers into three categories, that is, novice teachers, experienced teachers, and the incompetent teachers. To do so, we can combine the summative evaluation with the formative one, embody the maximum value of the three kinds of teachers.In the fifth chapter, the author differentiate the criterion of evaluation. Within the system of differentiated teacher-evaluation systems, the most obvious character is to construct the indicators system through analyzing materials by the teachers and valuators, which is quite different from the traditional process. When constitute the criterion, the participants should pay attention to the relations between basic criterion and developmental criterion .single criterion and mutiple criterion .teachers' individualization and schools' characterization, etc.In the sixth chapter, the author differentiate the evaluation time. If we want the evaluation time to be a period that teachers evaluation are useful to professonal development, we can not make it be a formalism, but should pay attention to the dynamic process. So within the evaluation time, the timely and continuous reflections should be emphasized. The evaluation time can be unfixed, informal, also can be a fixed, and formal. In the process of evaluation, the changing of evalution time is always happen.In the seventh chapter, the author differentiate the evaluation means. Within the differentiated teacher-evaluation systems, we should pay attention to the evaluation means, which include the instance of choosing evaluation tools and means, the dominance of qualitative evaluation, the diversity of evaluation tools, means, and formats, the freedom of choosing evidence.