A Study Of The Existing Problems And Countermeasures Of College English Teacher Evaluation

Teacher evaluation is a key link in building and management of the team of teachers. Since China opened its door to the world and adopted the reform policy, many areas and schools have developed various activities of teacher evaluation using the theories and methods of education evaluation of other countries for reference. Although the teacher evaluation functions greatly in the building and management of the team of teachers, among the great activities of teacher evaluation, the author has noted that few activities have made exploration concerning the practical evaluation in English teaching, not to say in College English teaching。College English, an integral part of higher learning, is a required basic course for undergraduate students. College English teachers are the people who implement College English teaching, and the quality of College English teachers is the key to the success of College English teaching reform and the long-term development of the discipline. Evaluation is a key component in College English teaching. A comprehensive, objective, scientific and accurate evaluation system is of vital importance to the achievement of the course goal. It not only helps teachers obtain feedback, improve the administration of teaching, and ensure teaching quality but also provides students with an effective means to adjust their learning strategies and methods, and improve their learning efficiency.In the spring of 2004, the State Ministry of Education issued College English Curriculum Requirements which stipulated that government education administrative offices at different levels and colleges and universities should regard the evaluation of College English teaching as an important part of the evaluation of overall teaching quality of each college(2004:24). Meanwhile, an important part of College English reform is the reform of teaching model."Changes in the teaching model by no means call for changes in teaching practices or approaches only, but more important, consist in changes in teaching philosophy, and in shift from teacher-centered pattern, in which knowledge of the language and skills are imparted by the teacher in class only, to the student-centered pattern, in which the ability to use the language and the ability to learn independently are cultivated in addition to language knowledge and skills"(2004:23). College English teaching reform not merely confers new orientations on College English teaching, but also poses great challenges to College English teachers. So the evaluation of College English teachers should keep up with College English teaching reform, and make necessary reform and adjustment, hence urging College English teachers into improving their professional levels to facilitate the quality of College English teaching.This dissertation is a study of College English teacher evaluation which attempts an exploration of College English teachers'knowledge and beliefs in teacher evaluation, the practical situation of teacher evaluation in their institutes, and their opinions about the existing problems of College English teacher evaluation. With 68 College English teachers from 3 universities as subjects, and by means of actual investigation, this dissertation puts the emphasis on probing into the main existing problems in College English teacher evaluation and putting forward a series of theoretic ideas and concrete countermeasures for solving these problems.This paper can be divided into five parts. The first part is an introduction which gives a brief account of the background, the scope of the study and the layout of the study.The second part is literature review which examines the multiplicity of evaluation definitions, evaluation typology, the connotations and characteristics of different kinds of evaluation frameworks. It also probes into relevant studies and researches of teacher evaluation home and abroad.Part Three concerns the survey conducted in this study. The questionnaire centers on the College English teachers'knowledge and beliefs in teacher evaluation, the practical teacher evaluation in their institutes, and their opinions on the existing problems of College English teacher evaluation. Findings indicate that the policy of the present teacher evaluation is for the need of administration, rather than for the growth and professional development of the teachers; the teachers'initiatives can't be exploited to full stage in the teacher evaluation; the establishment of the index or standard of teacher evaluation can't reflect the teachers'collective will; the process of the teacher evaluation is not transparent as expected; the feedback of the present teacher evaluation isn't timely; from the perspectives of College English teachers, some of the presidents have not enough time or patience to enquire about the needs and thoughts of the College English teachers; and College English teachers'sense of professional development should be strengthened and enhanced.Part Four is implications and applications. It mainly aims at proposing a practical framework for the College English teachers'developmental evaluation, and some concrete countermeasures for solving those existing problems in the actual teacher evaluation: (1) the purpose of teacher evaluation should be changed from administration to professional development; (2) a special developmental evaluation system should be established for the College English teacher evaluation; (3) the presidents should put more attention to the reform and development of College English teaching; (4) the teacher should be placed at the center of evaluation activity, and administrator's judgement role in teacher evaluation should be limited; (5) An effective, timely and scientific feedback mechanism should be established; (6) the College English teachers have to develop their sensitivity to professional development and to update their knowledge in ELT fieldThe last part is conclusion. The paper is a study of College English teacher evaluation. Conducted in a small scale and with the teachers as the point of departure, this study leaves some related issues unresolved, which still require further exploration.