Research On Evaluation Index And Tool Of Perschool Teacher Training Quality

In recent years,the evaluation of teacher training quality and the development of evaluation tools aimed at promoting the professional growth of preschool teachers have become important topics in pre-school education and teacher education.So far,many researchers have been trying to use foreign evaluation tools or self-developed evaluation tools to assess the training quality-for preschool teachers in China,but there are still some problems,such as shallow theories,low reliability,and validity indicators of evaluation,and so on.To promote the systematic and scientific of preschool teacher training quality assessment tools,this study referenced the theories and models related to the evaluation of the training quality of preschool teachers at home and abroad as well as the modeling methods.Based on the value orientation of modern systems science theory and CIPP evaluation framework,this study constructed the training needs "Demand Matrix" model,preschool teacher training "Self-organization" model,preschool teacher training "Effect Perception" model.Next,according to the established model and the "Preschool Teacher Professional Standards(Trial)" [2012],we design the "Preschool teacher training needs assessment questionnaire"," Preschool teacher training process assessment questionnaire"," Preschool teacher training effect" "Evaluation Questionnaire" and "Preschool Teacher Professional Ability Test".The study selected preschool teachers from Jiangxi,Hunan,Xinjiang,Inner Mongolia,Gansu and other middle and western cities,then distributed and recovered 485 "Preschool teacher training needs assessment questionnaire" and 478 "Preschool teacher training process assessment questionnaire",465 “questionnaires for evaluation of training effects”,and475 “tests for the professional competence of preschool teachers”.Using classic measurement and project response theory methods to test the reliability,discrimination,difficulty and other indicators for the evaluation tools.We got the following conclusions:(1)Inspection and correction of indicator tools1.According to the revised Process Questionnaire and Effect Questionnaire,the questions of the Needs Questionnaire were reduced from 46 to 30.After the revision,the index of the Demand Questionnaire was more reasonable and the questionnaire was more concise.2.Through the test of classical measurement theory and item response theory,the number of questions of the revised Process Questionnaire has been reduced from 46 to 29.The reliability changed from 0.993 to 0.987;The range of differentiation was changed from 1.92-3.98 to1.95-3.89;Difficulty range changed from-555-426to-398-1.56;The revised Process Questionnaire "clearly distinguishes between higher and low-level training process quality,and the information content of all questions is higher than 0.2,which meets the requirement of information quality.The revised" Process Questionnaire is more reasonable in difficulty and other indicators,and the questionnaire is more concise.3.The revised "Efficacy Questionnaire" was reduced from 47 questions to 24 questions.The reliability was changed from 0.977 to 0.964.The range of differentiation was changed from 0.97-6.18 to 1.25-4.44.Difficulty range changed from-509-233to-391-1.83.The revised Effect Questionnaire clearly distinguishes the training process quality between the higher level and the lower level.The information content of all questions is higher than 0.2,which meets the requirement of information quality.The reliability of the revised " Efficacy Questionnaire " changed slightly,but the indicators such as validity,differentiation,difficulty,and information amount are more reasonable,and the questionnaire is more concise.4.The revised Professional Competency Test has been reduced from 57 to 28 questions;The reliability was changed from 0.951 to 0.927: The range of differentiation was changed from 0.48-1.99 to 1.16-2.19;Difficult range changed from-1302-943to-389-2.47.The revised Professional Competence Test clearly distinguishes the trainees with the lower level,and the information content of all questions is higher than 0.2,which meets the requirement of information quality.Moreover,the reliability of the revised Professional Competence Test changed slightly,but the indicators such as differentiation,difficulty,and information amount are more reasonable,and the questionnaire is more concise.(2)Model modification of the tool1.According to the revised Demand Questionnaire,the "Demand Matrix model with the original four indexes of information,training input,training process,and training result changed to three indexes of background information,training input and process,and training result.2.According to the classical measurement and item response theory,The" Self-organizing process model with the original eight dimensions of theory theme,target,course materials,methods and strategies,relevant stakeholders,policies and systems,logistics services and resource guarantee changed to four dimensions of training content,methods and strategies,resource guarantee and logistics service.3.According to the test results of classical measurement and item response theory,the effect perception model with three dimensions of satisfaction,training achievement and achievement transformation changed into five dimensions of expected quality,perceived quality,value drive,transformation obstacle,and training achievement.4.Finally,according to the revised "demand matrix" model,self-organization the process model and the effect perception model were used to optimize the indicators,tools,and models.Also,it is beneficial for the evaluation of the quality of preschool teachers' training in the future,as well as the guidance to-evaluation practice.