How should teachers teaching performance be evaluated?

The results of the midterm exam came out, and the teachers began to get busy again: how much is the average score of your class, and how many points is the difference; Is there anyone who hasn't taken an exam, etc., and the atmosphere in the office suddenly becomes tense, which makes people a little suffocating. It's also normal to think about the actions of teachers, because that's how schools evaluate teachers' teaching performance:

Calculate the average score and rank it; If the whole number is the same, just look at the decimal point, one cannot distinguish between high and low, just two, or even three. The orientation of the school system is so obvious, you say, can the teachers be blamed for this? Teachers' teaching performance is to be assessed, but is it a bit "one-sided" to "circle" teachers based on just one exam or one test paper?

The school management is also very distressed: If you don't evaluate it like this, won't the college entrance examination rely on "one test paper"? This is also the upward and downward effect, and it has to be done as a last resort!

In fact, the assessment of teachers' teaching performance is multifaceted, and many factors are involved, but many schools in practice are using "grades" to determine the "effect", that is, "only the results of the theory", teachers joke that "the winner is the king and the loser Kou" hemp, listen, it contains too much bitterness and helplessness! The fundamental starting point of evaluating teachers should be to mobilize the enthusiasm of teachers to the greatest extent and lead teachers to work hard and forge ahead in the direction predetermined by the school. In this way, the key words of the assessment mechanism should be "incentive" and "leading".

But teaching performance is indispensable and important, so what to do? Some schools engage in "average scores of school grades", and the range of the "average score of the school" is the same, and if the limit is exceeded, it is determined that "teaching accidents" and other practices are also reasonable, and we can also learn from them. The evaluation of teaching performance is not only to look at the examination once, but also to go deep into the class and classroom, which is the stage and space that truly shows the teacher's ability, organically combines the students, the classroom and the atmosphere of class student learning, and then links it with the teaching performance, so that the three-dimensional, multi-level and comprehensive evaluation will not be unfair.

The school's evaluation mechanism is actually the display of the school's school-running ideology. What kind of students are cultivated into and what kind of realm teachers are led to, the school's "evaluation mechanism" will play an effective role. Therefore, no school should underestimate this "evaluation"!

Teacher evaluation: appraisal and grading, reward the good and punish the bad.

1. The principle of comparison. There is a comparison to distinguish. This evaluation method fully takes into account the differences in the learning foundation of students in different classes, and does not put the classes with differences in after-school talk and learning foundation on the same standard for evaluation, but compares the progress and growth of students' academic performance in the class.

2. Developmental principles. The principle of comparison of this evaluation method is also developmental, and it is fair to teachers when determining the base of the indicators and the minimum cut-off score, taking into account that some students are likely to enter the ranks of high, excellent or passing grades through the teacher's teaching.

3. The principle of fairness. Because this evaluation method is a relative evaluation method, it fully considers the learning foundation of the students in the class and the growth of the students' academic performance, whether it is teaching key classes or teaching ordinary classes, as long as the teachers have paid hard work, their chances of achievement are equal, the grades of ordinary classes have increased significantly, and the progress is fast, and the teachers who teach ordinary classes are also recognized as excellent.

1. The principle of comparison. There is a comparison to distinguish. This evaluation method fully takes into account the differences in the learning foundation of students in different classes, and does not put the classes with different learning bases on the same standard for evaluation, but compares the progress and growth of students' academic performance in the class.

2. Developmental principles. The principle of comparison of this evaluation method also reflects the developmental nature, and it is fair to the teacher when determining the base number of indicators and the minimum score line, taking into account that some students may be able to enter the ranks of high, excellent or passing grades through the teacher's teaching.

3. The principle of fairness. Because this evaluation method is changed to a relative evaluation method, fully considering the learning foundation of the students in the class, considering the growth of students' academic performance, whether it is teaching key classes or teaching ordinary classes, as long as teachers pay hard work, their chances of achievement are equal, the performance of ordinary classes has increased greatly, and the progress is fast, and teachers who teach ordinary classes are also recognized as excellent.

One. Lesson Observation Format.

1.Leaders and teachers come into the classroom at any time to observe the lessons and evaluate their teaching.

2.Each teacher has an open class every month, and the village primary school takes the school as the unit, and the central primary school takes the teaching and research group as the unit for learning and evaluation.

3.Outstanding teachers from different disciplines are selected to attend observation classes each semester, and primary school teachers in the town participate in the lectures and evaluations. Teachers carefully fill in the "Classroom Evaluation Form" and communicate at the meeting to achieve the purpose of improving teachers' ability and level.

Two. Evaluation methodology.

1.The evaluation is carried out in a combination of self-evaluation and other evaluation, emphasizing mutual respect and equal cooperation between the evaluator and the evaluation object.

2.Implement multi-directional evaluation. In addition to leaders and professionals, more emphasis is placed on the participation of peers, and parents can also be allowed if conditions permit. Students participate in order to gain a comprehensive understanding of the various information.

3.The evaluation methods are diverse, and the discussion is adopted. Interview. Observe. Questionnaire. Quizzes are conducted in a combination of methods.

4.Evaluation should not only evaluate teaching, but also evaluate learning, and pay attention not only to results, but also to the process.

5.Evaluation should not only diagnose the current situation, but also focus on improvement and development, and put forward feasible suggestions for improvement to achieve the goal of promoting development.

6.Teachers who give public classes should write a teaching reflection and submit it to the supervisor within two days after listening to the teacher's evaluation.

Three. Evaluation principles.

1. The principle of objectivity.

The evaluation criteria should be objective and not arbitrary.

Students should be evaluated objectively and without chance.

The evaluation attitude should be objective and not subjective.

2. The principle of wholeness.