Abstract
Teacher performance evaluation plays a key role in educational personnel reform, so it has been an important yet difficult issue in educational reform. Previous evaluations on teachers failed to make strict distinction among the three dominant types of evaluation, namely, capability, achievement, and effectiveness. Moreover, teacher performance evaluation was usually restricted to task performance, neglecting contextual performance. Most researches done in teachers’ evaluation were only about college teachers. This paper suggests that teacher performance evaluation should find its theoretical foundation in teacher performance constructs. After making literature review, critical case study, critical interview, and qualitative research, the authors propose a new construct of teacher performance and make necessary analysis for the construct of reliability and validity in empirical approaches.
Similar content being viewed by others
References
Marsh H. W. and Dunkin M. J., eds., Students’ evaluations of university teaching: a multidimensional perspective. In Smart, Journal of Higher Education: Handbook of Theory and Research, New York: Agathon, 1992, 253–388
Cai Yonghong 蔡永红 and Lin Chongde 林崇德, “Jixiao pinggu yanjiu de xianzhuang jiqi fansi” 绩效评估研究的现状及其反思 (The Status and Reflection of Performance Appraisal Research). Beijing shifan daxue xuebao (renwen shehui kexue ban) (Journal of Beijing Normal University, the Human and Social Science Edition), 2001, 4: 119–126
Borman W. C. and Motowidlo S. J., eds., Expanding the criterion domain to include elements of contextual performance. In Schmitt N. and Borman W. C., Personnel Selection in Organizations, San Francisco: Jossey-Bass, 1993, 71–98
Marsh H. W., Students’ evaluations of university teaching: Research findings, methodological issues, and directions for future research, International Journal of Educational Research, 1987, 11(3): 253–388
Feldman K. A., Association between student ratings of specific instructional dimensions and student achievement: refining and extending the synthesis of data from multisection validity studies, Research of Higher Education, 1989, 30(6): 137–194
Aubrecht J. D., Hanna G. S. and Hoyt D. O., A comparison of high school student ratings of teaching effectiveness with teacher self-ratings: factor analytic and multitrait-multimethod analyses, Educational and Psychological Measurement, 1986, 46(1): 223–231
Fox R., Peck R. F., Blattstein S. and Blattstein D., Student evaluation of teacher as a measure of teacher behavior and teacher impact on students, Journal of Educational Research, 1983, 77(1): 15–21
Author information
Authors and Affiliations
Corresponding author
Additional information
Translated from Teacher Education Research, 2005, 1
Rights and permissions
About this article
Cite this article
Cai, Y., Lin, C. Theory and Practice on Teacher Performance Evaluation. Front. Educ. China 1, 29–39 (2006). https://doi.org/10.1007/s11516-005-0004-x
Issue Date:
DOI: https://doi.org/10.1007/s11516-005-0004-x