基于TALIS调查的教师评价及其反馈——以深圳市为例
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摘要
运用OECD研制的TALIS 2013调查工具,对深圳市2280名初中教师进行调查,分析其教师评价及反馈现状。调查发现,大部分学校拥有良好的评价文化氛围,反馈主体为学校管理团队成员,常用方法为观察课堂教学、学生成绩分析,评价侧重发展性;同时,近一半教师认为评价及反馈效果不佳,或只是履行行政管理工作程序。借鉴TALIS在国外调查的有益经验,我国亟待建立全面的教师评价及反馈体系,努力营造校长、同行评价及反馈的合作学习氛围,增加学生调查等反馈渠道,重视运用评价及反馈结果促进教师的专业、职业发展及学生成就的提升。
2280 junior high school teachers in Shenzhen were surveyed to analyze the status of teacher evaluation and feedback by using Teaching and Learning International Survey Programme 2013(TALIS 2013) developed by OECD.The survey results indicate that most schools have a good evaluation culture atmosphere,and the feedback subjects are members of the school management team. The common used methods are classroom observation and student performance analysis. The evaluation focus on development. Meanwhile,nearly half of teachers think that evaluation and feedback are not effective or only implement the administrative procedures.Hence,it is necessary to establish a completely comprehensive teacher evaluation and feedback system,strive to create a cooperative learning atmosphere for principals,peer evaluation and feedback,increase feedback channels such as student surveys,and attach importance to the use of evaluation and feedback results to promote teachers' professional development,career advancement and students' achievements by adopting the useful experience of TALIS in foreign countries.
2280 junior high school teachers in Shenzhen were surveyed to analyze the status of teacher evaluation and feedback by using Teaching and Learning International Survey Programme 2013(TALIS 2013) developed by OECD.The survey results indicate that most schools have a good evaluation culture atmosphere,and the feedback subjects are members of the school management team. The common used methods are classroom observation and student performance analysis. The evaluation focus on development. Meanwhile,nearly half of teachers think that evaluation and feedback are not effective or only implement the administrative procedures.Hence,it is necessary to establish a completely comprehensive teacher evaluation and feedback system,strive to create a cooperative learning atmosphere for principals,peer evaluation and feedback,increase feedback channels such as student surveys,and attach importance to the use of evaluation and feedback results to promote teachers' professional development,career advancement and students' achievements by adopting the useful experience of TALIS in foreign countries.
引文
[1]OECD.Teachers Matter:Attracting,Developing and Retaining Effective Teachers[EB/OL].(2005-06-08).https://www.oecd-ilibrary.org/education/teachers-matter-attractingdeveloping-and-retaining-effective-teachers_97892640180-44-en.
[2]OECD.Teaching and Learning International Survey,ConceptualFramework[EB/OL].(2013-02-18).http://www.oecd.org/education/school/TALIS%20Conceptual%20Framework_FINAL.pdf.
[3]Danielson,C.Enhancing Professional Practice:a Framework for Teaching,1st and 2nd Editions[M].Alexandria,Virginia:Association for Supervision and Curriculum Development(ASCD),2007:81-83.
[4]Jensen,B,J Reichl.Better Teacher Appraisaland Feedback:Improving Performance[R].Grattan Institute,Melbourne,2011:15-18.
[5]Jacob,B,L Lefgren.Can Principals Identify Effective Teachers? Evidence on Subjective Performance Evaluation in Education[J].Journal of Labor Economics,2008,26(1):101-136.
[6]Shewbridge,C,E Jang,P Matthews and P Santiago.OECD Reviews of Evaluation and Assessment in Education:Denmark[M].Paris:OECD Publishing,2011:56-57,76-79.
[7]Richards,J C,C Lockhart. Teacher Development through Peer Observation[J].TESOL Journal,1992,1(2):7-10.
[8]Blackwell,R,M McLean.Peer Observation of Teaching and Staff Development[J].Higher Education Quarterly,1996,50(2):156.
[9]OECD TALIS 2013 Results:an International Perspective on Teaching and Learning[EB/OL].(2014-06-25).http://dx.doi.org/10.1787/9789264196261-en.
[10]陈法宝,李学书.旨在促进专业发展的国际教师评价研究[J].外国中小学教育,2017(1):50-55.
[11]OECD.Teachers for the 21st Century:Using Appraisal to Improve Teaching[M]. Paris:OECD Publishing,2013:69.
[12]Fullan,M.The Big Ideas behind Whole System Reform[J].Education Canada,2010,50(3):24-30.
[13]Santiago,P,F Benavides.Teacher Evaluation:a Conceptual Framework and Examples of Country Practices[EB/OL].(2009-12-01).http://www.oecd.org/dataoecd/16/24/44568106.pdf.
[14]OECD.Synergies for Better Learning:an International Perspective on Evaluation and Assessment,OECD Reviews of Evaluation and Assessment in Education[M].Paris:OECD Publishing,2013:17,186,262.
[2]OECD.Teaching and Learning International Survey,ConceptualFramework[EB/OL].(2013-02-18).http://www.oecd.org/education/school/TALIS%20Conceptual%20Framework_FINAL.pdf.
[3]Danielson,C.Enhancing Professional Practice:a Framework for Teaching,1st and 2nd Editions[M].Alexandria,Virginia:Association for Supervision and Curriculum Development(ASCD),2007:81-83.
[4]Jensen,B,J Reichl.Better Teacher Appraisaland Feedback:Improving Performance[R].Grattan Institute,Melbourne,2011:15-18.
[5]Jacob,B,L Lefgren.Can Principals Identify Effective Teachers? Evidence on Subjective Performance Evaluation in Education[J].Journal of Labor Economics,2008,26(1):101-136.
[6]Shewbridge,C,E Jang,P Matthews and P Santiago.OECD Reviews of Evaluation and Assessment in Education:Denmark[M].Paris:OECD Publishing,2011:56-57,76-79.
[7]Richards,J C,C Lockhart. Teacher Development through Peer Observation[J].TESOL Journal,1992,1(2):7-10.
[8]Blackwell,R,M McLean.Peer Observation of Teaching and Staff Development[J].Higher Education Quarterly,1996,50(2):156.
[9]OECD TALIS 2013 Results:an International Perspective on Teaching and Learning[EB/OL].(2014-06-25).http://dx.doi.org/10.1787/9789264196261-en.
[10]陈法宝,李学书.旨在促进专业发展的国际教师评价研究[J].外国中小学教育,2017(1):50-55.
[11]OECD.Teachers for the 21st Century:Using Appraisal to Improve Teaching[M]. Paris:OECD Publishing,2013:69.
[12]Fullan,M.The Big Ideas behind Whole System Reform[J].Education Canada,2010,50(3):24-30.
[13]Santiago,P,F Benavides.Teacher Evaluation:a Conceptual Framework and Examples of Country Practices[EB/OL].(2009-12-01).http://www.oecd.org/dataoecd/16/24/44568106.pdf.
[14]OECD.Synergies for Better Learning:an International Perspective on Evaluation and Assessment,OECD Reviews of Evaluation and Assessment in Education[M].Paris:OECD Publishing,2013:17,186,262.