Research On The Application Of Value-added Assessment Model Of American Teacher Of Elementary And Secondary School

In the new era,the evaluation of teachers of primary and secondary schools should become more scientific,more objective,and fairer.In recent years,value-added assessment has become a hot research topic for scholars all over the world.Although there are still many shortcomings in our country's current teacher evaluation system,we cannot copy foreign value-added assessment directly.We need to learn and explore value-added assessment first,and then think about whether it is applicable to the educational context of our country as well as how to promote its "localization" process.This dissertation aims to analyze the application experience of value-added assessment in the United States to determine whether and how value-added assessment can be used to promote the reform of primary and secondary school teacher evaluation in China.Since value-added assessment is a new type of evaluation method that first emerged in the United States in the 1980 s,this article first sorts out the development path of value-added assessment in the United States and divides it into the following four stages: the first stage is the preoperational evaluation stage.There is no formal education policy at this stage,but it includes the overview and characteristics of various education evaluation programs guided by different educational concepts;the second is the embryonic stage of value-added assessment,which mainly introduces how value-added evaluation is derived from the concept into practice;the third stage is the rapid development stage of value-added assessment,introducing the major education bills of this period and their promotion of value-added assessment;finally,it summarizes the current types of teachers evaluation program in the United States and the latest developments in value-added assessment.This article also takes Pennsylvania's Educational Value-Added Assessment System(PVAAS)as an example,and focuses on it in terms of evaluation purpose,evaluation objects,evaluation basis,evaluation tools,evaluation procedures,and application of evaluation results.It can be found that teacher value-added assessment not only has its advantages in evaluation techniques and evaluation concepts,but is also controversial,such as excessive reliance on statistical techniques and excessive attention to examination results.Therefore,in the process of "localization" of VAM,we must also improve and upgrade it in accordance with the educational context of our country.We must master statistical techniques,update those outdated evaluation concepts,and establish corresponding evaluation mechanisms in order to make value-added assessment truly play a role,thereby promoting the development of our country's primary and secondary school teacher evaluation system.