小学教师和校长对最佳教师培养评估的部分意见
Irit Levy-Feldman1, Barbara Fresko2
1Faculty of Education, Kibbutzim College of Education, Technology & the Arts, 149 Derech Namir, Tel Aviv 62507, Israel.
Evaluation and program planning
|August 29, 2025
概括
教师和校长们在很大程度上都同意教师的最佳成长评估,强调全面的标准,多样化的信息来源和发展规划. 然而,在评估设计方面,校长们对自己的观点比教师们更有信心.
科学领域:
- 教育心理学
- 教师职业发展
- 评估理论
背景情况:
- 形成性教师评估模型对于识别优势/弱点至关重要,以指导专业发展.
- 校长和教师之间的认知差异可能会影响教师评估的有效性.
- 了解这些不同的观点是设计有效评估方案的关键.
研究的目的:
- 比较小学教师和校长对最佳教师评估计划的关键组成部分的看法.
- 对评估标准,信息来源,积极合作伙伴和评估后的行动进行调查.
- 确定对教师有效评估的期望中的相似之处和差异.
主要方法:
- 量化研究对教师和校长的看法进行比较.
- 通过1166名教师和177名校长的问卷收集数据.
- 参与者在形成性评估的四个主要组成部分中评价了各种方面的重要性.
主要成果:
- 无论是老师还是校长,都倾向于采用全面的,多样化的职业发展评估模式.
- 在需要多种标准,合作伙伴和信息来源方面达成了高度共识.
- 校长们总是比教师们更有信心地评价这些方面,这表明他们的信心程度不同.
结论:
- 对于教师培养评估有共同的愿景,重点是整体方法和发展联系.
- 评级信任的差异凸显了评估设计的潜在对话领域.
- 评估者和被评估者在评估过程,目的和利用方面保持一致对于改善教育实践至关重要.
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