A Case Study of the Teacher Training Institution Evaluation Policy of the ‘May 31 Education Reform’

Key Points

• The study aims to explore the evaluation policy of teacher training institutions introduced by the May 31 Education Reform, focusing on its background, process, and outcomes.
• Conducted literature analysis to assess the evaluation policy.
• Utilized in-depth interviews for supplementary insights.
• Analyzed policy based on four criteria: validity of goals, appropriateness of design, suitability of tools, and level of achievement.
• The policy's goals of quality enhancement and adjustment of training scale were deemed valid but led to excessive reliance on evaluation criteria by universities.
• While punitive measures like student quota reductions added effectiveness, they compromised academic creativity and autonomy.
• Despite relative success in implementation, score-based evaluations and intense competition detracted from true quality improvement in teacher education.

Abstract