Development And Application Of A Performance Assessment Tool For Classroom Teaching Capability Of Full-Time Education Masters

The construction of a scientific assessment index system is a key step in promoting the professional development of teachers and improving the quality of teacher training.It has become the focus of attention in the field of teacher education.At present,there are some problems in China’s pre-service teacher assessment system,such as emphasizing result evaluation,neglecting process evaluation,and lacking scientific performance assessment index system and assessment tools.American teacher performance assessment(ed TPA)is an evaluation based on evidence and process,which can scientifically and accurately evaluate the teaching capability of teacher candidates and promote professional growth of teachers.This provides reference value for the assessment of teacher teaching capability in China.At present,the research on the performance assessment of pre-service teachers’ teaching capability in China is mostly descriptive theoretical research,while empirical research on the performance assessment of pre-service teachers’ teaching capability is rare.Therefore,it is of great significance to construct a scientific and reasonable performance assessment index system and assessment tools to evaluate teachers’ teaching capability.This study takes the full-time master’s degree in education from D University as the research object,adopting a qualitative and quantitative research paradigm.First of all,based on the analysis of China’s "Professional Competence Standards for Teachers Majoring in Middle School Education(Trial)","Professional Standards for Middle School Teachers(Trial)",and the structure of ed TPA’s teaching capability in the United States,a performance assessment index system for classroom teaching capability is constructed using the Delphi method,and revised and validated.Secondly,based on the American ed TPA scoring rules,the classroom teaching capability performance assessment indicator system,the ed TPA performance task,and the basic education practice task of D University,the classroom teaching capability performance assessment scoring rules and performance tasks are developed,and revised and improved through expert consultation to form a classroom teaching capability performance assessment tool.Finally,this study uses performance assessment tools to evaluate the classroom teaching capability of the Master of Education,and examines its application effects and existing problems.The research results show that the performance assessment index system of classroom teaching capability is appropriate and operable,and the content validity and structural validity are ideal.The performance assessment tool for classroom teaching capability developed based on this has taken into account the functions of guidance,diagnosis,and development,significantly improving the classroom teaching capability of full-time education masters;Standardized and situational instructional design has been established for full-time education masters,which clarifies the framework and content of instructional design and points out the development direction of instructional design capabilities;Guide full-time masters of education to implement student oriented teaching activities,focusing on students and their learning needs;It has strengthened the depth and breadth of its teaching evaluation reflection,and can deeply examine its own teaching practice,improve its reflection methods and classroom teaching practice.