| Summary: | 碩士 === 國立臺灣師範大學 === 教育學系在職進修碩士班 === 94 === A Research on the Implementation of Teacher Assessment at Elementary Schools in Taipei City
Abstract
The purpose of this research is to discuss some opinions on the implementation of teacher assessment at elementary schools in Taipei City, and the difference of variable with different background. It is analyzed through the viewpoint presented in the process of teacher participation, and proposes as reference for the implementation of teacher assessment in the future.
The first step is to collect relevant documents to discuss, analyze and establish research framework; and then edit research instrument to complete formal questionnaire, which include the purpose, criterion, personnel, method, process, data collection and result application of teacher assessment. The research objectives are the principals, directors, group leaders and teachers of elementary schools in Taipei City. It is sampled by stratified random sampling and 419 testees from 34 schools are selected. 342 valid questionnaires are returned with valid return rate 81.6%. The T-test, one-way ANOVA and Scheffe’ Method are applied for statistic analysis and supplement by interview data to conclude as followings:
1. All teachers consider the purpose of teacher assessment should focus on the growth of specialty rather than the assessment of performance.
2. The purpose of teacher assessment varies significantly with position, seniority, serving as teacher reviewing commissioner and scale of school.
3. It is discovered that class management, good morality, and enthusiasm & love are three very important criterions of teacher assessment.
4. The criterions of teacher assessment vary significantly with position, seniority, education background, serving as teacher reviewing commissioner, serving as merit commissioner and scale of school.
5. Personnel that implement teacher assessment should select carefully from teachers and principals with experience and the first three important assessment methods in turn are teacher’s “Self-assessment”, “Assessment by the colleague”, and “Assessment by the assessment group of school”.
6. The process of teacher assessment shall observe proper assessment procedure and the data source for assessment shall be diversified. The first three important criterions in turn are “Self-review of collected data”, “Interview” and “Teaching files”.
7. Personnel, method, procedure and data source of teacher assessment vary significantly with variables with different background, like gender, position, seniority, serving as teacher assessment commissioner, serving as merit commissioner and scale of school.
8. For teacher with bad assessment result, it is discovered the first three important criterions in turn are “Improve and re-assess in a limit period of time”, “Compelling to have further education and assistant”, and “Adjusting position properly”.
9. Value the increased sociality and encourage teacher with good assessment positively, it is discovered the first three important criterions are “Recommending good teacher”, “Praising or commend in public”, and “Serving as the instructor of practice teacher”.
10. Emphasize on teacher cultivation and quality control, and propose on-service teachers to join the Developmental Teacher Assistance Program System promoted in Taipei City actively.
Suggestions:
1. The authorities should include teacher assessment to Teachers Law as soon as possible to set up the legal basis for promotion.
2. The purpose of teacher assessment shall be specific, base on the growth of specialty and supplement by performance responsibility.
3. Teacher assessment criterion shall emphasize on class management and morality.
4. The authorities should set up teacher assessment planning team to design the assessment system properly and carefully.
5. Personnel that implement teacher assessment shall include teachers in the first line and principals with experiences, the assessment method shall focus on both “internal assessment” and “external assessment”.
6. Procedure for the implementation of teacher assessment shall be exact and complete, make every effort to diversify data source, emphasize self-review, interview, and teacher’s teaching file; and classroom observation still has its necessity.
7. The process of implementation shall enhance communication and propaganda; convene more seminars and public meetings to solve doubts and resistance.
8. Take the advantage of increasing sociality, such as recommending good teachers, praise or commend in public, serve as the instructor of practice teacher, to inspire the sense of honor in teacher with good performance.
9. Establishing complete guiding policies, enhancing professional accomplishment of teacher, emphasizing on the quality control of teacher cultivation institution and channel for on-service teacher’s further education, and promote “Developmental Teacher Assistance Program System” actively.
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