| Summary: | 碩士 === 國立臺灣師範大學 === 教育研究所 === 90 === A Study on the Feasibility of the Practice of Teacher Performance Evaluation of the Junior High Schools in Taipei County
Yaw-Huei Huang
Abstract
The study was mainly focused on the exploring of the opinion of the Taipei County junior high school teachers on the teacher performance evaluation. Besides, the opinions of the feasibility upon the following items and the difference among categorizations were discussed in this study. The items included: the evaluators, the use of the results, the evaluation timing on junior and senior teachers, the executive procedures, the methods of information collecting and the content of the teaching portfolios.
First of all, a literature review was made upon “teacher performance evaluation”, and a “Junior High School Teacher performance Evaluation Questionnaire” was administered. According to the valid sample of 604 respondents of the Taipei County junior high school teachers, the following results were obtained:
I.On the construction of teacher performance evaluation validity: according to the literature review, the experts’ suggestions and the reliability of the pre-test, the six categorizations of the evaluation are: (1) the plan and preparation of teaching; (2) the practice and strategy; (3) the class management and the learning atmosphere; (4) the on-job training and professional growth; (5) communication and collaboration; (6) the evaluation of teaching and feedback. The 39-item questionnaire with concrete evaluation items was proved an accountable and reliable testing method.
II.On the opinions on the evaluators:
1.The participants: the respondents consider the decision of the evaluation should be made by both evaluators and teachers who receive the evaluation. The suggestions made by professional, organizations and experts may be adopted also.
2.The evaluators to practice the evaluation: the respondents recognize the “self and peer evaluation” most while the evaluations of the school administration, the experts, the students’ parents, and the students are also recognized. The evaluation should include both “internal” and “external” members.
3.The organizing of the evaluators: the organization of the evaluators should include the administration and the teacher representatives to meet the very need of the teachers.
III.On the use of the evaluation results: “helping the teachers understand and improve their teaching to have the effectiveness enhanced”, and “discovering the well-performed teachers and have them rewarded” have more feasibility .
IV.On the timing of the evaluation: It is more practical that teachers should receive annual evaluation.
V.On the methods of evaluation:
1.The following procedures should be adopted: the planning of the evaluation, a meeting of specification, the notification of the results, the professional training for the evaluators, and an evaluation list meeting common welfare.
2.The methods of data collecting: should include: classroom observation, interview, teaching files, and questionnaires.
3.The content of teaching portfolios should included: the teaching plan, teacher-student interaction, the declaration of the teaching goals and belief, the sample of students’ assignments, the evaluation of teaching effectiveness, the record of professional growth, and the feedback and suggestions from important reviewers.
In view of current practice of teacher performance evaluation, several suggestions drawing on made as follows:
1.Apply the criteria for teacher performance evaluation constructed in this study to promote teacher performance evaluation or provide the criteria to in-service teachers as a means to self-examining instructional effectiveness.
2.Set up a regular ‘Committee of Standard Teacher Performance’ to systematically devise the criteria for teacher performance evaluation.
3.Invite evaluators and teachers who are to receive evaluation to jointly decide upon the design and formation of the evaluation system.
4.Include both ‘internal’ and ‘external’ members for the evaluation.
5.Incorporate a meta-evaluation mechanism into the design of the evaluation system
6.Enforce the training of evaluators.
7.Interpret the result of the evaluation as a means of conscious-raising to improve teaching performances.
8.Provide specific explanations and regulations for the application of the results.
9.Conduct teacher performance evaluation once every school year.
10.Make complete the administrative procedures.
11.Promote the concept and encourage communication.
12.Consider both the quantitative analysis and qualitative analysis of research data and collect information in an extensive manner.
13.Incorporate teaching portfolios into the curriculum of teacher training and encourage in-service teachers to establish portfolios for teaching evaluation.
Keywords：Teacher performance evaluation, Junior high school
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