The Research Of Qualitative Teacher Evaluation

The qualitative teacher evaluation refers to a process which evaluates the teachers by a variety of specific investigation methods in anxiety-free environment. This process needs to collect the materials of the teacher's development status detailed and comprehensively, and judge the values of the teacher'work process, performance and their own quality aspects. The?final purpose is to achieve a teacher's professional development. The qualitative teacher evaluation research mainly utilized literature, comparative law, and questionnaire and interview survey method.Effective teacher evaluation is a favorable guarantee to promote teachers' professional development, optimize the faculty and improve education quality of teaching. Currently most of our schools use quantitative evaluation for teachers'evaluation. This evaluation method is very convenience that the school leaders reward and punish teachers. But it easily ignores teachers'subjectivity and neglects the teachers'demands of professional development. Because of the limitation of the quantitative teacher evaluation, the qualitative teacher evaluation begins to attract the attention of education evaluation researchers. In the side of the evaluation subject, the qualitative teacher evaluation advocates dialogue, paying attention to both sides on the interaction process, and advocates multiple subjects participate in the teacher evaluation coordinately and orderly. In side of the evaluation process, on the one hand, the qualitative teacher evaluation emphasizes the diversity of evaluation standards, evaluation content and evaluation methods; On the other hand, it emphasizes the dynamic of evaluation process, paying attention to generate value. In the side of evaluation result, the descriptive information is the main?representation of the qualitative teacher evaluation results, at the same time, it?notices reflection and improvement for teachers. Participatory observation, in-depth interviews and material qualitative analysis are the essential forms for collecting information of the teacher evaluation.Emphasized the quantitative and qualitative teacher evaluation are not contradictory. They can be used in combination. Currently most of our schools use quantitative evaluation for teachers'evaluation. But a few schools starte to practice the qualitative teacher evaluation. The portfolio assessment is applied broader then other method. Britain and the United States are both assessment on teachers reform earlier countries. They are comparatively mature on researching and application the qualitative teacher evaluation. The United States conduct qualitative teacher evaluation activity and diversity, such as portfolio assessment, Performance Assessment, Authentic Assessment,? etc. For not only ensure teachers'performance but also promote professional development for teachers, British claims reasonably using the quantitative evaluation and qualitative evaluation assessment on teachers. These experiences are worth to reference: firstly, the practice on teacher'assessment must comply with the concepts of developing teacher assessment; secondly, it should integrate use of qualitative evaluation methods; finally, quantitative evaluation and qualitative evaluation should be used comprehensive.In order to further understand the teacher evaluation, especially understand the teachers'needs on teacher evaluation, through the interview survey and questionnaire survey method, the teachers of primary and middle schools in hebei province were investigated. That was found that teachers hope through teacher evaluation can improve their work, promote their professional development. Teachers generally supported multiple subjects? involved in evaluation, and in numerous evaluation subjects, teachers generally wanted their daily work colleagues in evaluating play a leading role. Teachers admitted the dynamic of the evaluation criteria and the diversity of evaluation contents. Meanwhile teachers put forward demands on teacher assessment, such as, the evaluation cycles should be a semester; it should have a communication after evaluation; evaluation result should include text content; the secrecy work should be noticed, act. Through the survey, it was found that teachers recognized the idea of qualitative evaluation. And the teacher thought that the qualitative teacher evaluation had a good action on promoter their professional development. The qualitative teacher evaluation in teachers group had comprehensive base.To conduct the qualitative teacher evaluation effectively, we should comply with the following. Firstly, we should renew the teachers'evaluation concepts. Secondly, we should carry out others experience for reference, and adjust measures to local conditions in qualitative teacher evaluation. Thirdly, we should establish good operation mechanism for qualitative teacher evaluation, including selecting the appropriate evaluation subjects, establishing organizational process of teacher evaluation, and using the qualitative teacher evaluation results reasonable. Finally, we should establish security systems for the qualitative teacher evaluation, including the related training systems, the supervised systems and the again evaluation systems.