| Recently,teacher evaluation has gradually become the focus of education reform in the world.Under the impetus of educational reform,value-added evaluation has gradually become a method for teacher evaluation,which is widely used in the United States.The value orientation of this teacher evaluation method is the teaching effect of the teacher,that is,the role of the teacher in the progress of his students' performance is the basis for judging the teacher's performance.In the meantime,China's current teacher evaluation system is not perfect,and the establishment of a more reasonable teacher evaluation system has become the pursuit of China's education sector.It is undeniable that the value-added evaluation of teachers provides a new perspective and intensive study of the development of teacher value-added evaluation in the United States will give our country an important revelation.This thesis firstly reviews the background and development motivation of teacher value-added evaluation.That is,with the concerns about school effectiveness and teacher effectiveness in Amercia,and with the increasingly deep research on educational evaluation,teacher value-added evaluation can be produced.Meanwhile,it is because of the emergence and development of standardized tests in the United States,the work of The National Assessment of Educational Progress(NAEP),the continuously issue of the education acts,the reform of the teachers system,that the teacher value-added evaluation can be developed and promoted deeply.In order to further understand the essence of teacher value-added evaluation,the author also expounds three theoretical foundations —value-added model,teacher effectiveness theory and educational evaluation standard model.Secondly,combining the matters that must be considered in the application of the teacher value-added evaluation,the author chooses the several states which have been or are in the full implementation of it for the cases.The application of the teacher value-added evaluation the United states is analyzed in the following four aspects,they are respectively the selection of value-added model,the obtain of teacher value-added scores,the value-added evaluation system integration,and the uses of teacher value-added evaluation results.Moreover,based on the controversy on the teacher value-added evaluation in the United States,with the education evaluation standards,the author describes and analyzes the focus controversy in three perspectives — researchers,educational administrators,teaching enforcers.Among them,the focus controversy of the researchers is the accuracy of value-added evaluation,that is,whether value added model can truly and accurately calculate the effectiveness of teachers or not;the focus controversy of educational administrators is its application,namely,how managers should be properly apply the teachers value evaluation;the focus controversy of the teaching enforcers is the rationality of evaluation,that is,whether the method can be accepted and whether it can bring them a better job experience.Finally,based on the teacher evaluation in China,a new perspective on teacher evaluation is provided for us,namely the teacher evaluation should combine the performance evaluation with the formative evaluation;and the teacher evaluation should promote and add the value for both students and teachers.Besides,the author also analyses the application of the teacher value-added evaluation in China,and puts forward some applicable suggestions as follows.Firstly,apply value-added models scientificly.That requires not only to consider the application of the model itself but also to carried out and interpreted by experts.Secondly,the importance of the principals should be highly emphasized when evaluating the teachers in the method of the teacher value-added evaluation.Lastly,the teacher value-added evaluation shouldn't influence their "high risk" interests,in that case,working enthusiasm of teachers will be demaged,and it is not conducive to the continuous progress of the students. |
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