The Research On American Value-added Assessment Of Teachers In The Elementary And Secondary Schools

In recent years,with the new curriculum reform and student evaluation of the continuous to reform deepening,the problem of teacher evaluate in our country is becoming a growing concern in the field of education and is hot topics to research. Value-added assessment of teachers in the United States is in Tennessee implemented first from 1992.It gets a wide range of applications in the elementary and secondary schools in the United States.It can be said that the current teacher evaluation has great value in the field of evaluation in the United States,and is a hot topic about education and research at home and abroad.At the same time,the practice and research in the elementary and secondary schools about Value-added assessment of teachers has just begun in China.In this paper, according to the situation of the outdated and backward evaluation system in the elementary and secondary schools in China,as well as the rapid development of teacher evaluation in the United States and so on,it selects the value-added assessment of teachers which is the more advanced in current in the United States for the study objects.This thesis consists of five parts:the background of the value-added assessment of teacher in the elementary and secondary schools in the United States,the theoretical basis of the value-added assessment of teacher in the elementary and secondary schools in the United States,the overall structure of the value-added assessment of teacher in the elementary and secondary schools in the United States,the implementation of the value-added assessment of teacher in the elementary and secondary schools in the United States,the reflection and inspiration evaluation of the value-added assessment of teacher in the elementary and secondary schools in the United States.The full text consists of five parts,layers together,constitutes a complete system of exposition of teacher evaluation.As follows:Chapter one analyzes the background evaluation of the value-added assessment of teacher in the elementary and secondary schools in the United States.In the process of developing and production of the value-added assessment of teachers,these are its external causes of resulting from its own evaluation of education development,which is socio-political,economic,science and technology and school education,the rapid development.The internal promotion of its cause is the historical educational evolution.Chapter two predicts the theoretical basis of the value-added assessment of teacher in the elementary and secondary schools in the United States.The theoretical basis of Value-added assessment of teachers of the elementary and secondary schools in the United States is the idea of Taylor(Ralph W.Tyler) who is the founder of modern educational evaluations.Stuffiebeam CIPP theory was supplemented with the perfect for the theory of Taylor,as well as value-added assessment provides an important theoretical basis.After the article,It defines the meaning of the system on the value-added assessment of teachers.Chapter three talks the overall structure of the value-added assessment of teacher in the elementary and secondary schools in the United States.The paper analysis detailed the overall structure of value-added assessment from the purpose of value-added assessment,content,tools,operation methods and discusses the of.Chapter four discusses the implementation of the value-added assessment of teacher in the elementary and secondary schools in the United States.First,it described the operation target,the operating procedures,the operating conditions of the value-added assessment of teacher,and then with the case of Tennessee Value-Added Assessment of Teachers in the elementary and secondary schools in the United States,it discussed in detail the historical development,evaluation instrument,procedures, evaluation results,guarantee system.Chapter five discusses the evaluation and enlightenment of the value-added assessment of teacher in the elementary and secondary schools in the United States. From the strengths and limitations of the teacher evaluation,it pointed out the need and strategy of reference the value-added assessment of teachers of the elementary and secondary schools in China.