加斯基教师发展评价框架述评

Review of Guskey's Teacher Development Evaluation Framework

加斯基教师专业发展评价框架包含项目参与者的反应、参与者的学习、组织的支持与变化、参与者新知识与新技能的应用、学生的学习结果五个关键层级。加斯基认为,项目设计应坚持逆向规划的原则,即从预期学生学习结果为起点逐步展开,同时应避免为证明而证明的倾向。其特点为:以参与者的学习结果作为教师专业发展项目的终极目标,参与者新知识与新技能的应用是项目的影响,组织的支持与变化是项目成功的保障条件,参与者的学习是项目成功的实践基础,参与者的反应是项目评价的普遍形式。加斯基教师专业发展评价框架亦可为我国中小学教师专业发展项目的评价提供理论依据与实践借鉴。

Guskey’s Professional Development Evaluation Framework is composed of five critical levels: participants’ reaction, participants’ learning, organization support and change, participants’ use of new knowledge and skills, and student learning. He suggests that we should stick to the principle of reverse planning, indicating that we should start out from student learning when designing teacher development programs, and simultaneously we should avoid the tendency of proving for the sake of proving. Its characteristics consist in setting student learning outcomes as the goal, perceiving teachers’ use of new knowledge and skills as the long-term eff ect, looking on organization support and change as the guarantee, teachers’ learning as the practical basis for the program’s success, and teachers’ reaction as the most common form of evaluation. The framework can be of great signifi cance to China’s teacher professional development evaluation both theoretically and practically.