Academic literature on the topic '教師評鑑'

碩士
國立花蓮教育大學
教育行政與管理學系碩士班
97
Abstract The aim of this study is to understand the situation on the evaluation of teachers’ profession and also investigate whether the practice conforms to the meta assessing standards in “Star” “Moon” and “Sun” schools in Hualien county, hence point out the needs for improvements and the difficulties being encountered by the three schools. This study adopt case-study approach, in which documentary data and interviews are collected and randomly selected the three schools, these schools have been on trials in evaluations on teachers’ professional growth for over 2 years , the personnel responsible for the task and 2~3 teachers being assessed are the targets being interviewed. The main conclusions from this study are as below: 1. The situations on the conformity with efficacy: The assessing index apply suitably to most teachers being assessed; the professions of the assessors seem somewhat lacking; the assessors are able to offer assistance to the teachers’ professional growth; the outcome did not show accurately on the teachers’ merits/defects, there is no follow-up counseling,methods for the teachers who did not reach the standards; the evaluating process and outcomes assist the teachers’ professional growth. 2. The situations on the conformity with feasibility: There are enough teachers who have reached the standards of being assessors; teachers and parents in common show supports in the evaluation; the assessing time can be allocated well, the methods used are adaptable; schools can offer resources in supporting teachers’ professional growth. 3. The situations on the conformity with appropriateness: The process conforms to confidentiality and fairness principles, which give considerations to the rights of the teachers and the students, and also treat the target teachers with great respects. 4. The situations on the conformity with accuracy: when unable to abide by the necessary procedures; whether the outcomes being precise; if the tools used qualitative descriptions or quantitative records; the inspections on the necessary needs to be improved. The difficulties being encountered and the improvements need to be done: Without further discussions, the index used can not be well applied to the science and technology and music field; there is no specific requirements on the data collecting and teaching files; the same application on both the beginning teachers and the senior teachers; when the beginning teachers could not manage the class effectively, the observation would be influenced; the lack of professions on the assessors; the insufficiency of time; the outcome did not show the teachers’ real performances; the evaluation did not complete the full procedures. Key words: Teachers’ evaluation 、evaluation on teachers’ professional development、 Meta evaluation

碩士
國立屏東師範學院
教育行政研究所
93
The purposes of this study are as follows: 1.to explore the teacher’s attitude on teacher evaluation of the Pingtung elementary school. 2.to explore the elementary school to try to carry out the teacher evaluation may be meet difficulties.3.to explore the elementary school to practice the teacher evaluation may be to need which measures.4.to apply the result of the study to provide a reference to program the evaluation system of the Pingtung. The study is to collect laboratory about the teacher evaluation and take the questionnaire-survey approach to collect information. The research tool is a survey from the teacher’s attitude on teacher evaluation of the Pingtung elementary school. Subject in this research were whose teacher who reside in Pingtung elementary school. This research use convenience sampling way to pick 39 elementary school and out of the total 800 questionnaires and 536 valid questionnaires were returned . The analysis of the data is in accordance with percent , mean , SD , T-Test , One-Way ANOVA in order to proceed a posteriori comparisons. The main finding were as follows. 一、 The purpose of the teacher evaluation should be mainly formative than summative purposes. 二、 The items of the teacher evaluation should be use the teaching achievements . 三、 The items of the teacher evaluation should be different from the teacher’s job . 四、 The method to survey teacher evaluation should be fair and objective. 五、 Assessors participating in teacher evaluation should be teacher in the same school . 六、 The method to survey teacher evaluation should be different from the teacher’s job and the school’s size . 七、 The results of evaluation have the encouragement can get the teacher’s support better . 八、 The teacher evaluation purpose may be different from the teacher’s job . 九、 Today to carry out the teacher evaluation may be run into many difficulties . 十、 The teacher evaluation should need many measures to match each other . Based on the above conclusions the following recommendations are proposed : 一、An objective and fair teacher evaluation system should be established. 二、The designers of teacher evaluation should be regulate the teaching results. 三、The education administration must to train the teacher with the professional evaluation ability . 四、The purpose of teacher evaluation to match up the teacher advanced study in order to workable 五、The teacher’s common may be to consensus in order to carry out the teacher evaluation. 六、Future research will be proposed . Keywords : evaluation , teacher evaluation , elementary school teachers

碩士
國立臺灣師範大學
教育政策與行政研究所
96
The main purposes of this study are to investigate college teachers’ attitude on the contents and relevant measures of teacher evaluation system in college, and to provide some suggestions to the people who will apply it. The method adopted for the research was questionnaire survey. Questionnaires were delivered to 847 college teachers, and 427 out of the 847 questionnaires sent out were effective. The statistics software tool used for the questionnaire analysis is the SPSS for Windows version 12.0 , besides, the open-ended questions are to be analyzed and generalized. The main conclusions of this study are as follows: 1. College teachers who are in the higher position, the longer seniority and has been an administrative manager or a member of teacher evaluation committee approve more the importance of the targets of professional growth and the accountability for teacher evaluation. 2. The main evaluation objectives agreed by most college teachers are “to inspire teachers’ growth to develop professional growth”, “to provide the feedback mechanism of teachers’ working performance”, and “to enhance teachers’ quality to establish teachers’ professional image”. 3. Generally speaking, diversified backgrounds of college teachers demonstrate the difference in criteria of teacher evaluation, which means each teacher is unique and diverse. 4. In teaching criteria, most college teachers don’t agree with the instruction rating which written by students , but they still approve the importance of students’ comments in teachers’ working performance. 5. In research criteria, “publishing thesis in foreign journals” in engineering field is more important than that in human science, and “publishing academic works” in human science is more important than engineering and science field. 6. In service criteria, college teachers think highly of servicing in college, including “attending department or institute meetings”, “cooperating with administration business” and “participating in activities about department or institute”. 7. In tutor criteria, college teachers think highly of tutoring in learning of students, including “guiding students’ learning”, “planning regular interview time for teacher and student”. 8. The rankings of the evaluation criteria are “teaching”, “researching”, “tutoring” and “servicing”. Besides, the ranking of “researching” in public colleges is higher than that in private colleges. 9. The main evaluation methods agreed by most college teachers are “portfolios assessment”, “self-assessment form” and “students interview”. 10. The main evaluators agreed by most college teachers are “self evaluation” and “professional organizations or experts”. 11. The main modes of the evaluation results agreed by most college teachers are “to be the reference of counseling the improvement”, “to be the reference of teacher’s promotion” and ”to be the reference of rewarding the well-performed teachers ”. 12. The main administrative procedures agreed by college teachers are “formulating detailed teacher evaluation regulations ”, “developing specific teacher evaluation plans”, “establishing complete systems for complaints ”, “informing teachers the evaluation results and the reasons”, “holding meetings to notify the contents and processes of evaluation” and “incorporating a meta- evaluation mechanism”. 13. The main evaluation principles agreed by college teachers should include “the evaluation targets are explicit”, “the evaluation data is objective and various”, “the appliance of the evaluation results is reasonable”, “The plan of the evaluation processes is complete ”. 14. The more college teachers are involved in teacher evaluation, the more positive their attitude towards evaluation objections and criteria is. 15. Most college teachers have positive attitude on the teacher evaluation.

碩士
臺中師範學院
教育測驗統計研究所
91
In recent years, teachers’ professional development has been an important issue in education reforms. The career ladder program creates a channel, motivating teachers to engage in professional development. Therefore, the establishment of the career ladder program has been widely discussed in the educational circles. There are various views about the possible ways to evaluate teachers, but none is absolutely appropriate. Besides, under the school-based considerations, there is still not an effective solution in evaluating teachers. The purpose of this study is to establish an effective career ladder program by utilizing the characteristics of portfolio assessment, in an attempt to provide a reference for the future implementation of career ladder programs. Portfolio assessment, having the feature of diversifying individual performances, is an evaluation method of equal standpoints. But the content of the portfolio is the key. Thus, this study first analyzes the relevant documents and finds out the critical portfolio items. And the Delphi Survey will be employed to build the portfolio contents and an evaluation standard. Finally, content tables of self-evaluation and evaluation by others will be created as references for the implementation of the career ladder program. The objects of this survey are the elementary school teachers in Taichung County. By setting 75% consensus as the determinant value, this survey aims to create the portfolio contents and an evaluation standard as references for the implementation of the career ladder program in Taichung County. When evaluating teachers under the school-based grading system, the determinant value may vary in accordance with the size of the school and its campus resources. If the value is too high, the number of portfolio contents is less, processing the data is easier, but the analyzed turnout is rougher; on the contrary, processing the data is harder, but the turnout will be more precise. The result of this study: 1. According to the document analysis, educational background, service year, teaching beliefs, classroom performance, administrative performance, and further education are the critical portfolio items of teacher evaluation. 2. The portfolio assessment contents of the elementary teachers in Taichung County created by employing the Delphi Survey include teaching beliefs, classroom performance, administrative service, and further education. And education background, service year, publications serve as only reference information. 3. The methodology of the school-based career ladder program is built up by the use of the Delphi Survey. This methodology conforms to the essence of portfolio assessment.

碩士
國立彰化師範大學
工業教育與技術學系
96
Abstract This study is intended to explore the teachers’ qualities at comprehensive senior high schools and teachers’ perception and opinion about the practice of evaluation on teachers. In order to achieve the objective of the study, self-compiled questionnaires on teachers’ qualities and teachers’ perception about evaluation on teachers are employed, and questionnaire surveys are conducted respectively. Delphi technique questionnaire survey is used in the study on teachers’ qualities; nationwide questionnaire survey is used in the study on evaluation on teachers. A total of nineteen experts and scholars of related fields are involved in the Delphi technique questionnaire survey. The data obtained from the survey are processed and analyzed by the Kolmogorov-Smirnov one sample test and the Kruskal-Wallis one-way analysis of variance by rank. The population for the survey of evaluation on teachers consists of teachers from 148 comprehensive senior high schools nationwide. Through stratified random selection, 1527 effective samples are obtained with the responding rate of 80.58%. The data are processed and the test analysis of research assumption is conducted through descriptive statistics, Chi-square test, dependent sample t-test, independent sample t-test, one-way MANOVA, one-way ANOVA, and Scheffé posteriori comparison. The study, after statistic test of the quantitative data, has come to the following conclusions. 1. The teachers’ qualities discussed in this study are constructed in a three-leveled system—areas, standards, and indicators. The study shows that teachers’ qualities are composed of four areas: “knowledge and competence of the major subject”, “competence and practice of teaching”, “professional development”, and “professionalism and attitude”. Divided by characteristics, under these four areas are fifteen standards, and under the fifteen standards are eighty-four indicators. 2. Among the four areas, “professionalism and attitude” is considered most essential. Of the fifteen standards, the ability to properly demonstrate teaching enthusiasm is the top concern, followed by the ability to properly demonstrate professional ethics and the ability to conduct effective test. 3. In the teachers’ perception about evaluation on teachers, “discovering the problems about teaching environment and providing necessary support” is most acceptable in the domain of the purpose of evaluation. 4. In the teachers’ perception about evaluation on teachers, “providing appropriate assistance on the basis of teachers’ individual need of professional growth” is most acceptable in the domain of the application of the evaluation result. 5. In the teachers’ perception about evaluation on teachers, “self-evaluation by teachers” is most acceptable in the domain of evaluation method. 6. In the teachers’ perception about evaluation on teachers, “interview with teachers or professional conversation” is most acceptable in the domain of data collecting. 7. In the teachers’ perception about evaluation on teachers, “teachers of the same academic field on the same campus” is most acceptable in the domain of of evaluation personnel. 8. In the teachers’ perception about evaluation on teachers, “openness, objectivity, and justice” is most acceptable in the domain of the qualities of the evaluation committee. 9. In the teachers’ perception about evaluation on teachers, “being able to properly demonstrate teaching enthusiasm” is most acceptable in the domain of the qualities of the teachers under evaluation. 10. In all of the questions in the evaluation domain, teachers in private comprehensive schools obtain a far better score than those in public comprehensive schools. For a majority of guestion teachers with administrative duties score much higher than those without administrative duties. 11. Both experts of the Delphi technique and teachers of comprehensive senior high schools consider “being able to properly demonstrate teaching enthusiasm” is most critical. Keywords: comprehensive senior high school, teacher’s qualities, evaluation on teachers, perception

<p>由國立清華大學教育與學習科技系行政組教師共同合作，挑選當前教育政策與行政重要的新議題而撰寫，全書分為三篇，共計十章。領導篇：探討現代領導的權力與責任觀、正向教育、正念教育、校長教學領導。實務篇：探討素養導向特色的學校與文化、校園空間活化與美感營造、教師專業學習社群、教師公開授課。方法篇：教育政策研究權力取徑、教育政策後結構取向的研究方法。本書對於教育行政與學校行政實務工作、教師進修、修習教育政策與行政者參考，是一本深具價值的專書。</p> <h4>主編簡介：顏國樑</h4> <ul> <li>現職：國立清華大學教育與學習科技系教授兼系主任</li> <li>學歷：國立臺灣師範大學教育學系博士、美國UCLA訪問學者</li> <li>經歷：教育部組主任、國立新竹教育大學教育與學習科技系教授、評鑑中心主任、系主任</li> <li>研究專長：教育政策、教育法規、教育與學校行政、教育評鑑、教育政治學</li> </ul> <h4>李安明</h4> <ul> <li>現職：國立清華大學教育與學習科技學系教授</li> <li>學歷：美國俄亥俄大學雙語言教育行政博士</li> <li>經歷：國立清華大學教育與學習科技學系系主任、竹師教育學院院長</li> <li>研究專長：教育與學校行政、教學領導、組織行為、質性研究法</li> </ul> <h4>林志成</h4> <ul> <li>現職：國立清華大學教育與學習科技學系教授</li> <li>學歷：國立政治大學教育學博士、英國倫敦大學研究</li> <li>經歷：國立清華大學教育與學習科技學系系主任、臺灣教育大學系統委員、文化中心主任、主任督學、縣政顧問、校長協會顧問、教育審議委員會委員</li> <li>研究專長：教育行政學、行動智慧（行動科學、行動研究）、知識管理、專業發展與組織文化經營、特色學校經營、班級經營、校本課程與教學創新、教學卓越、情緒管理與生涯規劃</li> </ul> <h4>謝卓君</h4> <ul> <li>現職：國立清華大學教育與學習科技學系副教授</li> <li>學歷：英國巴斯大學管理學院博士</li> <li>經歷：國立清華大學師資培育中心組長、教育部公費留學高等教育學門</li> <li>研究專長：教育政策、教育管理、高等教育、教育評鑑、比較教育</li> </ul> <h4>謝傳崇</h4> <ul> <li>現職：國立清華大學教育與學習科技學系教授</li> <li>學歷：國立臺北教育大學教育政策與管理博士、英國諾丁漢大學博士班研究</li> <li>經歷：新竹市政府教育處長、大學主任秘書、領導與評鑑中心、雙語教學研究中心、綜合領域中心、美感素養中心主任、汶水國小、中興國小、西湖國中、公館國中校長</li> <li>獲獎：在中小學服務期間，發展校本特色課程獲得教育部最高榮譽教學卓越獎【金質獎】，創新教學獲得「標竿一百」學校獎、Inno School全國學校經營創新特優獎、Grea Teach全國創意教學特優獎、全國特色學校獎</li> <li>研究專長：正向教育、正向領導、教育行政、教育領導、創新經營、正念教育、教學卓越、校本課程、正向心理學研究</li> </ul>