全球教育展望

当前教师研修中的许多问题是由于教师研修表现的评价缺失造成的。对教师研修表现的评价缺失主要表现在以下几方面:只有笼统的目的,没有表现性目标;只有听中学,没有实践任务;只有凭借行政手段的管理,没有能够引领教师专业学习的评价。而教师专业的性质、专业发展和课改的要求明确了教师研修的目标是一种实践、能力的提升,属于表现性目标,需要运用表现性评价。在教师研修中运用表现性评价,需要将表现性评价镶嵌在研修活动的整个过程中,在着手设计研修活动之前,就要明确表现性目标,随之设计作为研修活动任务的表现任务,还要充分利用评分规则促进教师自我引导的专业学习,从而促进教师研修质量的提升。

Many problems existing in current teacher training are caused by lacking of assessment of teacher training's performance. Lack of assessment of teacher training's performance mainly shows in the following aspects: there are only general goals,while without performance objectives; there is only"learn by listening",while without practical tasks; there is only administration by administrative means,while without assessment leading teachers' professional learning. However,the nature of teachers' profession,professional development and the requirement of curriculum reform clear that the aim of teacher training is the improvement of practice and competences which belongs to performance objectives and needs to use performance assessment. Using performance assessment during the teacher training needs us to embed performance assessment in the whole process of teacher training. Before designing the activities of teacher training,the performance objectives should be cleared up. And then it goes to the design of performance tasks of teacher training activities' tasks. Meanwhile,it needs to make full use of rubrics to promote teachers' self- directed professional learning to improve the quality of teacher training.