构建服务于师生共同发展的评价体系——美国威斯康星州“教育者效能系统”教师评价实践及其启示-《集美大学学报（教育科学版）》

文章信息/Info

Title:: Construction of Evaluation System for Teachers and Students Mutual Development:The Teacher Evaluation Practice of Wisconsin Educator Effectiveness System in America and Its Enlightenment

Author(s):: HUANG Jian-hui; ZHOU Lu-yao; （School of Education，Jiangxi Normal University，Nanchang 330022，China）

摘要:: 教师是影响学生学习与发展的最重要因素。在以学生成绩为标准的问责制实施背景下，近年来美国教师评价从重视教师先在特征转向重视教师具体教学行为对学生学习结果的实际效应。教育者效能系统是美国威斯康星州公共教育部2011年出台的学校教师和管理者表现评价制度。该系统以促进教师和学生发展为理念，采取定量与定性多元评价方法，坚持评、教、学一体化的实践逻辑，以求达到以评促教、以评促学的实践效果。这在一定程度上弥补了传统单纯基于观察的教师评价模式弊端，对我国现代教师评价制度改革具有一定的启示意义。

Abstract:: Teachers are the most important factor that affects students’ learning and development.In the context of the implementation of the accountability system based on student achievement，teacher evaluation in the United States has changed from paying attention to teachers’ innate characteristics to the actual effect of teachers’ specific teaching behaviors on students’ learning results in recent years.Educator Effectiveness System，introduced by the Wisconsin Department of Public Education in 2011，is a school teacher and principal performance evaluation system.In order to achieve the practical effect of promoting learning and teaching through evaluation，the system takes the development of teachers and students as its priority，adopts quantitative and qualitative multiple evaluation methods and adheres to the practical logic of integration of evaluation，teaching and learning.To a certain extent，it makes up for the shortcomings of the traditional simply observationbased teacher evaluation model，which has a certain enlightenment to teacher evaluation reform in China.