Key points are not available for this paper at this time.
As an elemental driving force for promoting teaching reform, teaching evaluation has been receiving extensive attention in the fundamental reform of the overall education system. Using six dimensions including evaluation indicators, evaluation objectives, evaluation methods, interest relations, rights and roles, and accountability models, this article conducts a survey of eighteen teaching evaluation systems in seven countries including the United States, Germany, China, Japan, Australia, Singapore, and Chile. After analyzing these evaluation systems, this paper concluded the following major trends: evaluation indicators tend to be more standardized, evaluation objectives are closer to teachers’ professional development, evaluation methods pay more attention to formative evaluation, interest relationships tend to be low-risk, and evaluation plays a diagnostic role in teachers’ growth and the increased autonomy of schools in the accountability system. At last, this paper proposed that the future teaching evaluation system should focus on improving teachers’ skills and profession, designing the evaluation system with the principle of combining practice and theory, and finally changing from high-risk summative results to low-risk formative ones. Through the above revelations, we hope to help educational policymakers systematically consider and solve core problems in the teacher evaluation system.
Zhang et al. (Mon,) studied this question.