美国高校终身教职后评估制度

发布时间：2018-05-13 05:25

本文选题：终身教职后评估 + 终身教职　；参考：《高教发展与评估》2017年04期

【摘要】：美国高校终身教职后评估是一种独立于年度评估的系统性和综合性的教师业绩、发展和成长的评价制度。它在评估的频率和综合性、教师同行参与程度、自我评估的利用、绩效目标、建设性反馈的程度等方面,不同于以涨薪、晋升、教学奖励、学术休假、资助和研究生导师资格为目的的其他评估。美国高校终身教职后评估制度以促进教师成长和发展为主要目的,强调同行评议并尊重教师权益,评估类型多样化,评估标准承认学科和职业发展阶段的差异,包括定期评估、选择性评估和混合型评估三种类型。终身教职后评估制度激励和约束终身教职教师持续发展,使终身教职制更加完善。终身教职后评估制度聚焦于终身教职的功能用途,而不是将其界定为一种特权、地位或保护,它通过提供有效评价、有用反馈、适度干预、及时和肯定的帮助,促使每个教师在不同的职业发展阶段保持良好的专业发展和业绩。终身教职后评估的发展性、专业性、周期性、灵活性和多样性都为中国高校教师考核与评估制度改革提供了有益的思考和启示。中国高校在教师考核与评估中,应以帮助教师成长和发展为主要目的,强调发展性目标,适当放宽评估周期,由校内教师同行根据被评估教师的学科专业特点、职业发展阶段差异等,帮助教师查找和发现专业发展中存在的问题和困难,进而制定有针对性的、有效的改进方案。通过评估使教师既能潜心从事教学、研究和服务工作,同时增加适度的压力和危机感,从而持续保持积极上进的专业意识和发展势头。
[Abstract]:Post-tenure assessment of American colleges and universities is a systematic and comprehensive evaluation system of teacher performance, development and growth, which is independent of the annual evaluation. It is different in terms of frequency and comprehensiveness of assessment, teacher peer participation, use of self-assessment, performance goals, degree of constructive feedback, etc., as opposed to salary increases, promotions, teaching awards, academic vacations, etc. Other assessments for funding and graduate mentorship purposes. The main purpose of the post-tenure evaluation system in American colleges and universities is to promote the growth and development of teachers. It emphasizes peer review and respect for teachers' rights and interests, the diversity of assessment types, and the recognition of differences in disciplines and stages of career development, including periodic assessments. There are three types of selective assessment and mixed evaluation. The system of post-tenure evaluation stimulates and restricts the continuous development of lifelong teachers, which makes the system more perfect. The post-tenure assessment system focuses on the functional uses of tenure, rather than defining it as a privilege, status or protection, by providing effective evaluation, useful feedback, moderate intervention, timely and positive assistance, Urges each teacher to maintain good professional development and performance at different stages of career development. The development, professionalism, periodicity, flexibility and diversity of post-tenure assessment have provided beneficial thoughts and enlightenment for the reform of teacher assessment and evaluation system in Chinese colleges and universities. In the assessment and evaluation of Chinese teachers, the main purpose of Chinese colleges and universities is to help teachers grow and develop, emphasize the developmental goal, relax the evaluation cycle appropriately, and let the teachers in the colleges and universities take into account the subject and specialty characteristics of the teachers to be evaluated. The differences in career development stages help teachers find and find out the problems and difficulties in professional development, and then formulate targeted and effective improvement programs. Through evaluation, teachers can concentrate on teaching, research and service, and at the same time increase moderate pressure and sense of crisis, so as to maintain a positive and progressive professional awareness and development momentum.
【作者单位】：北京工商大学教育研究中心;
【基金】：2015年北京工商大学科研管理研究与改革项目“问题与对策:高校科研业绩评价与考核机制研究”(KYGL2015-19)
【分类号】：G649.712

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