A Rethink Of Teacher Appraisal For Development System

In our country, the teacher evaluation reform is the core content of the educational evaluation reform, which is now playing an important part in the elementary educational reform. Therefore, the result of teacher evaluation reform, will affect the whole process of educational reform directly. An effective teacher evaluation system can fully arouse teachers'enthusiasm, meanwhile, it has extremely vital significance in promoting and ensuring the education reform going smoothly. In our existing teacher evaluation system, the traditional evaluation pattern, with its aims for rewards and punishment, occupies the main status. With many shortages, the traditional evaluation pattern blocks the advance of Chinese education reform badly. Accordingly, how to develop the current teacher evaluation system has been an all-important task in the theoretical circle of educational evaluation.Many countries, UK and the U.S.A as their representatives, have explored and improved the teacher evaluation system successively since the 1980s. China's research on teacher evaluation has a late start. The theoretical study and practical exploration trail Britain, the United States and other developed countries. Learning from the lessons of successful experiences in their reform practice is of important significance, but in different national conditions and cultural background rethinking of their reform through the tortuous path and summing up the lessons of failure has become much more important.In 1998, Prof. Wang Binhua published"The System of Teacher Appraisal for Development". The book introduced the historical background, principles, process, and the theoretical basis of the British teacher appraisal system. Thereafter, the system of teacher appraisal for development comes to be the best choice among most Chinese scholars. Yet, the system of teacher appraisal for development in Britain has been trapped and gradually replaced by PRP and performance management system. Coincidently, this system has turned to be greatly difficult in its implementation in China. All these facts deserve our deep reflection.In view of the above mentioned, the author compared the reform history of the teacher appraisal system in Britain and the United States over 20 years. Through the thorough analysis about the reasons why the system of teacher appraisal for development came to a failure in Britain, the author came to a conclusion: without a leading social value, the pluralistic value in teacher appraisal system will surely achieve little. Therefore, the author proposes his advice to our teacher appraisal system reform: the diversified subjects involved in the evaluation must abide by the reasonable valuation criteria determined by the dominant social value; the appraisal conclusion can not be used only for, or absolutely not for awards and punishment, but for one of the referential factors; information technology should be used in a legal and moral way and privacy cannot be appraised.