Teachers’Perception for Evaluation of the Primary School Students With Final Grade

The most difficult and delicate part of the learning process is assessment.Assessment is difficult because during his/her accomplishment the teacher has to consider not only the acquisition of knowledge from students,but also the overall degree of development of their competencies.It is delicate,because through assessment we can influence the emotional side of students and their“willingness”to learn.Despite these facts,teachers need to evaluate students during the learning process.The purpose of the research is to find out what is the perception of teachers about the level of evaluation of students with final grade.The overall results showed that 89%of teachers agree,9%of them have a neutral attitude,and 2%do not agree that the evaluation of students with a final grade is done taking into account many aspects and using many methods,the overall average of the results,M=4.36.Based on the empirical results,it was found that teachers who have completed assessment training have a more positive approach to student assessment,as the average score is higher than teachers who have not completed assessment training.From the qualitative results it was understood that the Teachers did not encounter any difficulties during the assessment of the students.

Operational mechanism of comprehensive benefit evaluation of existing building energy efficient renovation project based on value-added life

The comprehensive benefit evaluation of the existing building energy efficient renovation project cannot be separated from the scientific and effective evaluation mechanism.Based on the value-added life perspective,this paper analyzes the implementation subject,standard,system and principle of the comprehensive benefit evaluation of the existing building energy efficient renovation project.It plans the process of comprehensive benefit evaluation,and builds a scientific and reasonable operation platform of evaluation system,with a view to promoting the effective implementation of the comprehensive benefit evaluation of existing building energy-saving retrofits.

Value-added Evaluation System for Vocational School Students Construction and Practice Research

Student evaluation in the new era should be rooted in the educational macro background of"cultivating people by virtue"and comply with the overall policy orientation of educational evaluation reform.This research focuses on the construction and implementation of value-added evaluation system.Combined with the characteristics of vocational school students,this paper constructs a four-level index system and refines the student evaluation standards.The evaluation subjects are students,head teachers,teachers,parents and enterprise managers.Through the development of the related APP,it is convenient for each evaluation subject to input information,and finally use K-line chart to visually present the change process of the appreciation in students'literacy.A value-added evaluation system with strong timeliness,objectivity,motivation and operability is constructed.

On Evaluating University Teachers’ Morality and Ethics in the New Era

University teachers play an important role in promoting moral and political education among university students.Regular and long-term construction of teachers’morality and ethics will contribute to the success of the fundamental task of cultivating talents.The present study proposes that due to the multiple identities of university teachers,it is necessary to evaluate the construction of teachers’morality and ethics in terms of what to evaluate and how to evaluate?It is expected that the attempt will provide useful guidance for the construction of university teachers’morality and ethics.

Proposal and Evaluation of the Competency Model of the Teacher at the University Department

Performance supported by competencies is very important for every organization.Employees play the key role in the achieving of the performance.Organizations are aware of the importance of improving competencies of its employees.They develop them by organizing training courses.Modern trends in human resources management progressively press for more and more complex assessment of employees based on the networking performance model with the competency model.Nor is it otherwise in the field of higher education.Universities evolve pressure to increase especially the scientific performance.Therefore it is necessary to develop the teacher’s competences.The goal of this article is to create a competency model of the teacher at the department by using multi-criteria decision making method—analytic hierarchy process(AHP)—to determine the weight of individual competencies represented in this model.The competency model can play an important role in evaluating the work of employees and significantly contribute to the objectification of rewarding system and human resources management at the department.

Empirical Analysis of Evaluation of English Teachers＇ Educational Ability Under MOOC Environment

In order to improve the English teachers＇ education ability evaluation accuracy, promote the upgrading of the level of English teacher education, the evaluation model of English teacher education ability is proposed in MOOC environment. Data fusion model of English teacher education ability evaluation index is obtained based on big data analysis method, data clustering analysis of English teaching evaluation indicators is carried out, Characteristic data of English Teaching are extracted, and combining fuzzy C means algorithm to analyze the characteristics of English teachers＇ educational ability in MOOC environment, adaptive mining evaluation of English teachers＇ educational ability is realized. Then we develop and design the evaluation system of English teacher education ability under the MOOC environment. The empirical data analysis is taken, and results show that it has good accuracy by using this method for evaluation of English teacher＇s ability, it improves the comprehensive evaluation level of English teachers.

Problems and Solutions of Teachers'Evaluation Activities in Colleges and Universities in China

Teacher evaluation is the action guide of teachers,which is extremely important for the development of schools.The establishment of a scientific and effective evaluation for university teachers is the key step in adapting to the current"double first-class"backgromd in the construction of high-level teachers.Based on HabermasJ theory of communicative action,this study analyzes the shortcomings and the reasons behind the current evaluation activities of university teachers in China as well as explores the standardization of these evaluation activities to meet the needs of the connotative development of higher education.

A Survey on the Evaluation Literacy of College English Teachers Under the Online Teaching Mode

Under the online teaching model,the evaluation literacy of college English teachers has become one of the critical factors affecting students’learning effects[1].This study uses a self-compiled questionnaire to investigate the current status of evaluation literacy of college English teachers under the online teaching model from four aspects:evaluation awareness,evaluation knowledge,evaluation ability,and evaluation ethics.The results show that college English teachers’overall evaluation literacy level is relatively high,but there are areas for improvement.Based on the survey results,suggestions are put forward to improve teachers’evaluation literacy,such as changing teaching concepts and increasing self-reflection;strengthening training and learning to enhance professional development awareness;conducting cooperative research and emphasizing team strengths.

Reflection on Classroom Teaching Innovation Triggered by Non-Engfish Majors＇ Evaluation on Chinese and Foreign Instructor＇s Pedagogies

Non-English majors＇ evaluation on teachers is a vital way to get feedback of English language classroom teaching and learning. This paper reports on a study which used a discourse-analytic approach to look into the existing problems in English classroom teaching at undergraduates＇ level. The ways of searching solutions for the problems are also discussed.

＂Add-ons＂ to the Value-Added of ELTs

Teacher evaluations intend to cultivate quality among teachers. However, since they are traditionally dependent on observers and their reports that are likely biased, the procedures probably effectuate discords among the calling-teaching professionals. An evaluation procedure that can ascertain fairness in the decisions about teacher retentions, terminations, promotions, and sanctions can capture the accordance of all teachers and teacher facilitators. This paper identifies the possibility of such an evaluation system that is built upon the existing value-added methods. Drawing upon the observations and recommendations by Chetty, Friedman, and Rockoff （2012） on value-added methods of evaluation, and considering the uniqueness of ELTs （English Language Teachers） as it was observed by Borg （2006） and Lee （2010）, this paper describes the application of the value-added evaluation method, in gauging the quality of ELTs. The paper further explicates the vantages and conformities embodied in the procedure that could boost up the morale of ELTs as independent professionals of a creative art, and help them perform to their fullest potential

Improvement of Teaching Ability based on Teaching Reflection and Evaluation： Taking Economics Teaching as an Example

Scientific teaching quality evaluation system and the effective operation mechanism have a positive meaning for promoting teaching reform. Teachers’ specialization is the core of education, and is the starting point and end-result of education reform. Teachers’ professional development has three kinds of orientation rational orientation, reflection-evaluation orientation, and ecological orientation. Some new research suggests that re？ ection-evaluation orientation is the best way to improve teachers’ professional abilities. At present, reflective teacher education has become worldwide trend. Compared with experiential teaching, reflective teaching is a sort of positive tool which is used to help teachers conduct their active and professional work. The main purpose of reflective teaching is to allow teachers to reffect on their own work and self-evaluation, and improve their methodology, eventually improve teaching methods and promote student learning. Nevertheless, there are many problems in the teaching quality evaluation system in the aspects of concept, subject, standard, organization, etc. Therefore, we have to reffect and reconstruct the teaching quality evaluation system in colleges and universities.

A Self-evaluation of Classroom Language Used When Teaching Grammar

In the attempt to evaluate the quality of teacher talk,recent communicative approaches have suggested that the modification of teacher classroom speech and the functional distribution of teacher talk in terms of pedagogical goals should be considered(Seedhouse:1996).This study investigates the relationship between language use and pedagogic purpose from an analysis of a lesson transcript of a grammar lesson,and evaluates the quality of the teacher talk based on the Self-Evaluation of Teacher Talk(SETT)Grid.The purpose is to examine whether the teacher talk is appropriate in the classroom context or mode and to bring about a more conscious and effective use of teacher talk in her teaching profession in the future.

课程目标达成度评价的价值导向:从举证到赋能

课程目标达成度评价是产出导向的师范人才培养内部评价体系的起点和重要内容,其贯穿师范类专业认证和人才培养全周期,需要从认证体系和人才培养两个视角探究其实质。将外部师范类专业认证要求内化为师范人才内部培养要求,将有助于实现从举证导向到赋能导向评价的价值转变。在赋能评价建构路径上,建立以师范生教师职业能力标准为核心的培养体系是赋能评价的基础,以师范生教师职业能力培养为导向设计课程教学评价任务、教师将评价融入教学研究从而提高自身专业水平、师范生将参与评价融入学习是实施赋能评价的切入点,以适切的评价取向实施赋能评价是其评价模式。

中华人民共和国成立以来教师教育评价政策的演进、逻辑与展望——基于政策文本的分析

以1949-2023年有关教师教育评价的方针政策和法律法规为研究对象,采用政策文本分析的方法,将教师教育评价的相关政策放置于国家整体教育评价的宏观框架中,从教师教育标准的制定和确立、教师教育评价机制的建立和健全两个维度开展政策文本分析。中华人民共和国成立以来,关于教师教育评价的政策主要嵌套在其他相关的教育政策中,专门性政策主要出现在2010年以后且数量逐年增加。教师教育评价政策的演进经历了以建立计划为重点的初步探索阶段(1949-1977年)、以建立制度为目标的积极发展阶段(1978-2009年)以及以建立标准认证为核心的聚焦发展阶段(2010至今)。我国教师教育评价政策变迁呈现出清晰的演进逻辑:评价的对象从注重师范教育到教师教育一体化,评价的标准从规制到赋能,教师教育评价的主体从单一到多元,评价的方式从依托到独立。展望未来,优化教师教育评价政策,需完善教师教育评价标准体系,健全教师教育评价机制,加强学术研究和政策评估。

我国教育综合改革的历史演进、阶段成就与未来趋向

党的二十届三中全会提出要“深化教育综合改革”。回顾我国教育综合改革的历程,大致经历了三个阶段:1978年到2002年,是城乡分立的教育综合改革期;2002年到2012年,是统筹城乡的教育综合改革期;2012年以来,是全局统筹的教育综合改革期。进入新时代后,我国的教育综合改革取得了一些积极的成就:为了更好地加强党的领导,建立起推进教育综合改革的组织体系;建立由教育评价督导引领教育综合改革的路线体系;以各层次教育为主体,构建起全面的教育综合改革的政策体系;形成政府引导、社会参与、家庭支持的教育综合改革的协同体系;加强教师队伍建设,建立起教育综合改革的保障体系。当前和今后一段时期,教育综合改革进入到面向教育强国建设的新阶段,我国的教育综合改革将呈现出更强调改革的政治性、战略性、服务性、民生性和深入性的特征。

China's Policy Actions to Lead Teacher Development With Evaluation Reform

Purpose This study introduces a policy with great strategic significance and far-reaching impact by analyzing the background,measures,and future development trends of teacher evaluation reform in China.Design/Approach/Methods This study primarily conducts a policy text analysis of the section on teacher evaluation of the Overall Plan for Deepening the Reform of Educational Evaluation in the New Era.Findings The Overall Plan for Deepening the Reform of Educational Evaluation in the New Era was drafted to enhance the quality of Chinese teachers and address many problems in teacher evaluation.It comprised four sections:teachers’professional ethics,teaching effectiveness,evaluation models and methods,and honorary titles.The policy has distinctive features such as the high status and authority of the issuing body,a holistic and systematic nature,and an orientation toward practical issues.This article proposes three major policy foresights:promoting implementation through the force of political trends,giving schools autonomy in teacher evaluations,and implementing progressive reforms.Originality/Value This study conducted a specialist analysis of the policy in combination with the real scenario and institutional environment of Chinese teacher evaluation,which could encourage international peers to better understand Chinese teacher evaluation policies and promote policy learning and dissemination internationally.

核心素养理念下教师素养教学能力评估工具的开发与验证

在指向学生核心素养发展的课程改革中,教师教学的观念变革和能力提升是关键一环。在这一背景下,教师专业发展需将重心转向素养教学能力的培养。然而,由于缺少专业测评工具,现有研究未能对素养教学能力进行科学有效的评估。本研究通过综述已有文献,借助对参与素养教学项目的教师进行访谈或邀请他们座谈来收集和归纳教师的素养教学表现,构建了包含素养目标取向、情境化任务创设、小组合作实施、课堂互动改进4个维度的教师素养教学能力评估理论框架,并据此设计教师素养教学能力问卷,以期为评估教师的素养教学能力提供可靠工具。

某医学院校职业卫生与职业医学课程教学质量现状评估

目的调查某医学院校预防医学本科专业课程职业卫生与职业医学的教学质量现状,分析存在的问题并提出改进措施。方法运用SPSS分析调查量表的信度和效度,并采用SERVQUAL模型根据学生课程评价中的期望值—感知值对课程教学服务质量进行判断。结果调查量表的Cronbach′sα系数>0.90,最大贡献度均>0.70,共同度值均>0.66,累积解释率均>85%,表明量表具有较高的信度和效度;调查量表的有形性和可靠性维度被合并为一个新维度——软硬件维度;响应性和情感性维度的期望值偏低,不超过3.67,反映师生间交流沟通不足。结论后疫情时代新教学模式下的课程教学服务质量体系评价指标需进行适当修订或完善;重视教学中的师生互动,提高课程的教学服务质量。

小学语文教师评价素养的内涵与培养策略研究

该文通过文献综述和实证研究,首先明确了评价素养对小学语文教师具有重要性,它不仅是提升教学质量的关键,也是教师专业发展的重要组成部分。其次,研究详细分析了小学语文教师评价素养的内涵,包括评价知识、评价技能、评价态度等多个维度,并在此基础上,进一步提出了有针对性的培养策略。这些策略既包括职前师范教育中的课程改革,也涵盖了在职教师的专业发展培训以及教师个人的自我提升路径。研究结论对于提升小学语文教师的评价素养,进而促进小学语文教学的整体质量具有重要的理论和实践指导意义。