The Features Of Different Types Of Kindergarten Teacher Evaluation Research

With the development of the realization and the definition of the function of educational assessment, the function of educational assessment has been changed from "assessment for identifying" to "assessment for teaching". As one of the most important subjects, teachers’ability of assessment reflects the level of teachers’ professionalization and their concept of teaching. Teacher is the first person who children contact with when they leave home and make the first step in our society. So how teacher assess kids plays an important role in shaping their character, emotion, social development and self-confident.Recent years, our nation and society has increased the need of preschool teacher, more and more people came into preschool teacher team. However, the growth of amount does not mean its strength increases. How different kinds of teachers assess children? What are the differences in the characteristics of evaluation language between different teachers? Based on literature review, researcher decided to set teachers’evaluation language to be the issue, discuss the characteristics of different kinds of teachers’evaluation language. On the basis of the result, researcher tried to make some suggestions.The present research aims at the following three questions:1What is the character of teachers’evaluation language?2What are the differences between novice teacher, general teacher and expert teacher’s evaluation language?3What are the differences between different burnout level teachers?4What can we do in improving teachers’evaluation language?Multi-methods are adopted in the present research:observational research, interviews, case analysis. This research collects teachers’ evaluation language through collective teaching, game loop and life link. This study concludes the following specific conclusions:preschool teacher gives more positive evaluation than negative evaluation. The teaching activities of the collective evaluation language appear most, following by game loop, life link evaluation language at least. Teacher evaluated language point to individual most, pointing to collective take the second place, and some points to not clear appraisal of language. The orientation of teacher evaluated language presents the trend that the results orientation is given priority, followed by process of the orientation of evaluation, individual orientation at least. Individual orientation evaluated language contains more positive assessment than negative assessment. This result also reflects that teachers can take care of the children’s feeling, according to individual orientation of the evaluation of the positive affirmation to give priority to not negative attitude.Characters between novice teacher, general teacher and expert teacher:novice teacher gives the most evaluation language in all. Expert teacher gives more evaluation in group activities and pays more attention in process than result.According to the research, there are still some issues need to be proved, such as the single evaluated language, the single dimension, pursuing more results than processes, and there are still some negative assessment point to the children’s nature but not only behavior. Considering these situations, researcher tried to give suggestions through three dimensions below:teacher training, teacher professional development, teachers’behavior of assessment.