Studies In British Elementary Educational Teachers' Evaluation System Reform Since 1980's

In our country, the teacher evaluation reform is the core content of the educational evaluationreform, which is now playing main part in the elementary educational system. So, the teacherevaluation reform success or not, will affects the whole process of educational reform directly. Theeffective teacher evaluation can fully arouse teachers' enthusiasm, and so has extremely vitalsignificance in promoting and ensuring the education reform going with a swing. While, in ourpresent teacher evaluation system, the traditional pattern—aims for rewards andpunishment—occupies the main status, it has many shortages, and even blocks the carry on ofChinese education reform badly. So, how to change the teacher evaluation system has been anall-important task in the circle of fundamental theory researches of education a evaluation. To findout problems in realistic situation, the author made a questionnaire survey at some primary schooland secondary school in Shandong province. By anglicizing the result, draw the outline of theteacher evaluation system of Chinese elementary education.In these years, the teacher evaluation has obtained much attention in the U.K,the USA andother developmental country , and we are far behind them in this field. So, studying their reformational steps, absorbing the success experiences, are of great significance to the Chinese teacherevaluation reform. In comparison, the U.K. has made more progress in both theory researches andsystem construction since 20centery 80years. In view of this fact, the author chose the U.K. as theresearch object, investigated the teacher evaluation system reform in last 20 years, and put forwardthe model proposal to our teacher evaluation system.Since 20centery 80years, the U.K. government has made continuously reforms in the teacherevaluation system, positively exploring the optimized evaluation system, in order to improveteaching quality. Some two reforms are extremely typical, one is from "rewards and punishmentoriented teacher evaluation system" to "development oriented teacher evaluation system", the otheris form "development oriented teacher evaluation system" to "achievement management orientedteacher evaluation system". And, proposes three kind of typical evaluation systems in these tworeforms: "development oriented teacher evaluation system";"PRP country appraises system" and"performance management evaluation system".In this article, the author made a general analysis of these three evaluation system, ponder oneach of them, then made a thorough analysis to the whole teacher evaluation system, finally, in viewof the problems exist in our actual teacher evaluation system of elementary education, proposedseveral worthy experiences, which including: deal with the relations between rewords andpunishment carefully;set up a rational evaluation criterion system;apply the qualitative evaluationand quantitative evaluation reasonably;respect and understand the teacher, ensure their status asprinciple part in the evaluation system;train the estimator for improving their skills;feedbackinformation in time and correctly processing the evaluation result.