Research On The Teaching Performance Assessment Of Preservice Teacher In Australia

Since the 1980 s,countries around the world have attached great importance to the improvement of education quality.The improvement of education quality depends on high-quality professional teachers,and furthermore depends on high-quality teacher pre-service education.Therefore,exploring the quality control at the entrance,process and export of teacher education and ensuring the quality of teacher training has become a general trend in the development of teacher education,especially in the key link of teacher education "export".Is becoming a hot topic.This research is carried out under this background.The main concern is the terminal quality control of teachers’ pre-service education.Internationally,it is generally believed that the quality of teachers’ pre-service education is mainly reflected in the graduate’s learning results(especially the level of practical ability development),and there are many methods to evaluate whether pre-service teachers have the ability to practice teaching at graduation,including qualification Exams and evidence combinations,etc.Evidencebased assessment of pre-service teachers’ teaching practice ability has gradually become the focus of attention in various countries.In recent years,the United States,Europe,Singapore,Australia and other countries are actively exploring the assessment of pre-service teachers’ teaching practice ability,paying attention to the pre-service teacher’s teaching practice ability,indicating that the pre-service teacher’s teaching practice ability assessment has become a pre-service teacher education field.Focus.Teaching performance assessment is an emerging assessment method in the field of pre-service teacher education.In recent years,it has also received attention from our country.However,at present we have a lot of confusion in the theoretical understanding and practical operation,so we strengthen the international Comparative research is necessary.Internationally,Australia has been striving to promote teaching performance assessment in teacher pre-service education in recent years,and has constructed a complete system from theory and practice,which is worth learning and thinking.Based on this,this study systematically explored the origin,theoretical basis,practical operation,effectiveness and problems of the assessment of pre-service teachers ’teaching performance in Australia,and hoped to bring useful inspiration for optimizing the assessment of pre-service teachers’ teaching practice in China.This research is mainly carried out from the following aspects:The first part is an introduction.It starts from the aspects of question presentation,literature review,research questions,concept definition,research significance and research key points,research methods and objectives and analysis framework.This part is mainly to understand the current situation of pre-service teacher performance assessment research,put forward research questions,and establish the following analysis framework.The second part is the origin and development of performance assessment of teaching in Australia.It aims to analyze the background and reasons for the introduction of teaching performance assessment in pre-service education in Australia,and to comb the development of teaching performance assessment in Australia.The third part is the theoretical basis and practical operation of performance assessment in Australian teaching.Based on the theory of authenticity assessment,the practice operation process of Australian pre-service teacher teaching performance assessment is sorted out,and the key elements in the practice operation are analyzed in the aspects of assessment subject,assessment content,assessment method and assessment result.The fourth part is the case analysis of the performance assessment of pre-service teachers in Australia.It analyzes the performance assessment of teaching in the professional practice project of the University of Queensland,Australia in the aspects of assessment subject,assessment content,assessment method and assessment result.The fifth part is about the characteristics,effectiveness,problems and empirical thinking of performance assessment of teaching in Australia.Through the inspection of the performance assessment of pre-service teachers in Australia,it is found that the implementation of the performance assessment of pre-service teachers in Australia is based on the concept of real assessment.On the basis of a solid theory,it is more real and its content more supports the practicality of pre-service teachers.To lay the foundation for pre-service teachers to become qualified teachers.Teaching performance assessment focuses on the teaching practice ability of pre-service teachers,including the authentic teaching environment,the diversification of assessment subjects,the assessment content involving the whole teaching process,the diversification of assessment methods,and the high-interests of assessment results.However,there is also the subjectivity of assessment subjects,The actual implementation of the standard is uneven,the relationship between pre-service teachers and practical tutors,and cost problems and other difficulties.Based on the above discussion,summing up the experience of pre-service teacher teaching performance assessment in Australia,and drawing some thoughts on pre-service teacher teaching assessment.