Teacher Evaluation
資料來源：Handbook on Teacher Evaluation (Chapter 1-5)
J. H. Stronge & P. D. Tucker 著
Identifying Evaluation Purposes
（確認評鑑目的）1/2

The performance improvement purpose
（表現改進目的）
Related to personal growth and development
（和個人成長與發展相關）
 Formative nature
（形成性的本質）

Identifying Evaluation Purposes
（確認評鑑目的）2/2
The accountability purpose
（績效責任目的）

Reflects a commitment to the professional goal
of competence and quality performance
（反映出勝任與否和品質表現之專業目標的承諾）
 Summative nature and relates to effectiveness
of educational goal
（總結性的本質且關係到教育目標的有效性）

Linking professional growth and
accountability in teacher evaluation
（整合專業成長與績效責任於教師評鑑中）
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Improved teaching＝School improvement
3-level improvements（三階段的改進步驟）
Improvement in performance of individual
teachers
（個別教師表現的改進）
 Improvement of programs and services to
students, parents, and community
（對學生、家長和社區之方案與服務的改進）
 Improvement of the school’s ability to
accomplish its mission
（學校達成使命之能力的改進）

Key components of constructive climates for
teacher evaluation1/3
（營造教師評鑑建設性氛圍的關鍵要素）

Communication in evaluation（溝通）
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Public communication（公開的溝通）
Private communication（私下的溝通）
Key components of constructive climates
for teacher evaluation2/3
（營造教師評鑑建設性氛圍的關鍵要素）

Commitment to evaluation（對評鑑的承諾）
Establishing a culture for teacher evaluation
（建立教師評鑑的文化）
 Organizational commitment（組織的承諾）

Establishing teaching excellence as a top priority
（表明教學卓越是首要的重點）
 Allocating time and attention to the implementation
（分配時間並關注有效的教師評鑑之實施）
 Devoting available resources (funds & counsel)
（可用資源的投入-資金與諮詢）

Key components of constructive climates
for teacher evaluation3/3
（營造教師評鑑建設性氛圍的關鍵要素）
Collaborative in evaluation
（合作的評鑑）

Maintaining trust is key to developing a
sense of ownership
（信任是發展歸屬感的關鍵）

“Teacher evaluation is not an event but
a dynamic, evolving process.”
－McLaughlin
Guidelines Guidelines for developing and implementing
quality teacher evaluation systems
（發展和實施有品質之教師評鑑的指導方針）
Relate the overall teacher evaluation system
and individual performance roles to goals of the
organization
（將教師評鑑制度與個人表現連結到組織的目標）
 Consider the context of teacher evaluation
（考量教師評鑑的情境脈絡）
 Base teacher evaluation on clearly defined job
duties
（教師評鑑是建立在清楚定義的工作職責上）

Guidelines Guidelines for developing and implementing
quality teacher evaluation systems
（發展和實施有品質之教師評鑑的指導方針）
Use multiple sources of evidence to document
teacher performance
（使用多元的事實資料作為教師評鑑之證明）
 Design and use a performance assessment rubric to
make fair judgments in teacher evaluation
（設計及使用表現評量的註釋說明，力求公平的評鑑）
 The overall teacher evaluation system should
facilitate professional growth and improved
performance
（整體教師評鑑制度應能促進專業成長與表現改進）

Background and context: the role of the
teacher changed over time
（背景與脈絡－教師角色的轉變）

Fundamental expectation（基本的期望）

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Subject matter expertise（課程的專業知識）
Ability to plan lessons（課程設計的能力）
Additional expectation（額外的期望）
Assessment（對學生的評量）
 Communication and community relations
（溝通和社區關係）
 Ongoing development
（持續不斷的專業發展）

Major frameworks
（教師評鑑的主要架構）

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Interstate new teacher assessment
and support consortium (INTASC)
standards
National board for professional
teaching standards
Models of teacher evaluation
（教師評鑑的模式）
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Teacher trait model（教師特質模式）
Process-oriented model（過程導向模式）
Duties-based evaluation（任務導向模式）
Accountability（績效責任）
Goals-based evaluation（目標導向模式）
Professional growth model（專業成長模式）
hybrid（混合模式）
Standards for quality personnel evaluation
（人員評鑑標準）

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Propriety（適切性）
Utility（效用性）
Feasibility（可行性）
accuracy（精確性）
Hybrid modelThe Goals and Roles Evaluation Model

Assumption
The improvement efforts of individuals must
be embedded in larger organizational change
efforts
（個人改進之成果須植基於更大的組織改革之成果）
 Encourage the improvement of professional
educators as a means of improving the school
system as a whole
（將鼓勵專業教育人員的改進視為改善整體學校系統的
方法）

Hybrid modelThe Goals and Roles Evaluation Model

Purpose
To contribute to the successful achievement of the
goals and objectives of the whole school system
（致力於整體學校系統之目標的達成）
 To improve the quality of instruction by assuring
accountability for classroom performance
（確保課堂表現之績效責任以改善教學品質）
 To provide a basis for instructional improvement
through productive teacher appraisal and
professional growth
（透過創造性的教師評量與專業成長做為教學改進的基礎）
 To create a collaborative process for evaluation
between teacher and administrator
（在教師與管理者之間創造合作的過程）

The hybrid modelGoals and Roles Evaluation Model

Key features
Use of straightforward, understandable language
（使用直接、可理解的語言）
 Adaptability（調適性）
 Systematic approach to evaluation
（系統性的評鑑方法）
 Emphasis on communication through the
evaluation process（強調評鑑過程中的溝通）
 Legally and technically sound evaluation system
（合法且技術健全的評鑑制度）
 Use of multiple data sources（使用多元資料）

The hybrid modelGoals and Roles Evaluation Model

Step in the Goals and Roles Evaluation Model

Development phase（發展階段）
Identify system needs（確立制度的需要-目標）
 Develop job performance standards（發展表現標準）
 Set performance criteria（設定表現指標）
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
Implementation phase（執行階段）
Document performance（提供表現的證明文件）
 Evaluate performance（表現評定）
 Improve and maitain performance & professional
service（改善與維持績效表現與專業服務）

Developing teacher performance standards
（發展教師表現的標準）

Three-tiered description
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Domains（範圍；層面）
Performance standards（表現標準）
Performance indicators（表現指標）
The steps in developing performance standards
（發展表現標準的步驟）
Selecting terminology
（選擇專門用語－達成共識）
 Determining contents for performance
standards
（決定表現標準的內容）

Using criteria to rate teacher performance
（使用指標去評定教師表現）

A comprehensive teacher evaluation
system should be rooted in two broad
purposes

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Outcome-oriented（結果導向）
Improvement-oriented（改進導向）
Assessment tools used in providing formative
feedback（形成性回饋的評量工具）

Performance indicators（表現指標）
Tell the evaluator and the teacher the type of
observable actions that constitute acceptable
performance
（告訴評鑑者與教師哪種觀察行為是構成可接受的表現）

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Interim reviews（期中考核）
Provide an initial rating on performance and
allows an opportunity for improvement prior to
the summative evaluation
（提供表現的初始評定，提供在總結性評鑑前的改進機會）

Rating scales used in summative
feedback（總結性回饋的評分工具）
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Designing rating scales
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Criterion-referenced terms (ex. P.47)
Using rating scales
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Recommend a three- or four-point scale
Performance appraisal rubrics

Assessing how well a teacher’s work is
performed in relation to a given performance
standard