What are the principles of teaching evaluation?

The principles of teaching evaluation are as follows: 1. Principle of objectivity

The principle of objectivity refers to the measurement standards and methods to the attitude held by the evaluator when conducting teaching evaluation. , especially the final evaluation results, should be in line with objective reality and should not be subject to subjective assumptions or personal emotions. Because the purpose of teaching evaluation is to give objective value judgments to students' learning and teachers' teaching, if it lacks objectivity, it loses its meaning, thus leading to errors in teaching decision-making.

2. The principle of integrity

The principle of integrity means that when conducting teaching evaluation, all aspects of teaching activities should be evaluated from multiple angles and in an all-round way, rather than based on Point to point, generalize. Due to the complexity of the teaching system and the diversity of teaching tasks, teaching quality is often reflected from different aspects and appears as a complex composed of multiple factors. Therefore, in order to reflect the real teaching effect, qualitative evaluation and quantitative evaluation must be integrated and referenced with each other in order to comprehensively and accurately judge the actual effect of the evaluation object. However, at the same time, we must grasp the priority, distinguish the importance, and grasp the main points. Contradiction is the dominant factor in determining the quality of teaching.

3. Guiding Principles

Guiding principles mean that when conducting teaching evaluation, one should not focus on the matter, but should combine evaluation and guidance. It is necessary to carefully analyze the evaluation results, find out the causal relationship from different angles, confirm the causes, and make the evaluated person clear the direction of future efforts through timely, specific and inspiring information feedback.

4. Scientific principle

This principle means that when conducting teaching evaluation, we must proceed from the perspective of the unity of teaching and learning and based on the teaching goal system, determine reasonable Unified evaluation standards, careful preparation, pre-testing, and revision of evaluation tools; on this basis, use advanced measurement methods and statistical methods, and strictly process various data obtained based on scientific evaluation procedures and methods, rather than Rely on experience and intuition to make subjective judgments.

5. Developmental principle

Teaching evaluation is a means to encourage teachers and students and promote teaching. Therefore, teaching evaluation should focus on students’ learning progress and dynamic development, and on teachers’ teaching. Improvement and ability improvement to mobilize the enthusiasm of teachers and students and improve the quality of teaching. :

Teaching evaluation is an activity that makes value judgments on the teaching process and results based on teaching objectives and serves teaching decision-making. It is a process of making judgments on the actual or potential value of teaching activities. Teaching evaluation is the process of studying the value of teachers’ teaching and students’ learning. Teaching evaluation generally includes the evaluation of teachers, students, teaching content, teaching methods, teaching environment, teaching management and other factors in the teaching process, but it is mainly the evaluation of student learning effects and the evaluation of teachers’ teaching work process.

There are two core links in teaching evaluation: evaluation of teachers’ teaching work (teaching design, organization, implementation, etc.)-teacher teaching evaluation (classroom, extracurricular), and evaluation of student learning effects-that is, Exams and Quizzes. The evaluation methods mainly include quantitative evaluation and qualitative evaluation.

1. What is classroom teaching evaluation (1) Definition Classroom teaching evaluation is the evaluation of teachers’ classroom teaching. It is mainly a value judgment on teachers’ classroom teaching behavior and its effects. Classroom teaching evaluation in a broad sense usually has two dimensions: process and result, teachers and students. Since the previous content mainly involves the evaluation of students and teaching results, the classroom teaching evaluation here is mainly an evaluation of the teacher's classroom teaching process. (Zhang Dajun: "Educational Psychology", page 665, Beijing, People's Education Press, 2005.

) There are usually three ways to evaluate teachers’ classroom teaching: one is to evaluate the teaching process, which mainly evaluates the components of the teaching process, such as teachers, students, teaching methods and teaching environment; the other is to evaluate the teaching process. Students' activities are evaluated. This kind of evaluation takes students' psychological development as the evaluation center and requires evaluation of whether students have developed and improved their cognitive, emotional, and motor skills during classroom teaching. It focuses on students' performance in class. The third is to evaluate the teaching effect, which is often an evaluation of the students' progress after the teaching. The difference from the second evaluation is that the former is mainly based on the students' behavioral performance in the classroom. To speculate on the possible gains, the evaluation of teaching effects is often carried out through examinations and other measurement methods after classroom teaching. Among these three evaluation methods, the third method is often connected with student evaluation and is the focus of student evaluation. It has been elaborated in the previous chapters; the second evaluation method is still under exploration. For example, whether to evaluate the overall performance of students or to evaluate each student's classroom behavior. Issues such as whether to evaluate during the classroom teaching process or after class need further exploration; teaching process evaluation is currently mainly used and is also a relatively mature teacher's classroom teaching evaluation. Our classroom teaching evaluation here mainly involves discussion. content in this area. (2) Types of teachers’ classroom teaching evaluation The evaluation of teachers’ classroom teaching can be classified differently from different perspectives. 1. Reward and punishment evaluation and developmental evaluation According to the purpose of evaluation, teachers’ classroom teaching evaluation can be divided into reward and punishment evaluation and developmental evaluation. The purpose of reward-and-punishment evaluation is to reward and punish teachers based on the evaluation results. It combines the results of classroom teaching evaluation with teachers' rewards and punishments, and uses this as the basis for teacher promotion, commendation, demotion, dismissal, etc. This kind of evaluation is currently a common evaluation method used in the field of education in my country. It has certain drawbacks. For example, participating teachers pay too much attention to the quality of the subject being evaluated rather than the quality of the entire education and teaching, resulting in the phenomenon that the middle evaluation is useless. In addition, there are also There will be problems such as difficulty in mobilizing the enthusiasm of teachers. The purpose of developmental evaluation is to improve the teaching skills and level of the teacher being evaluated through comments, discussions, and reflections on the teacher’s classroom teaching. The evaluation results are not linked to rewards and punishments, but to provide opportunities for teachers to communicate and discover each other. Their respective advantages and disadvantages provide opportunities and provide a basis for formulating teacher development goals and strategies. 2. External evaluation and internal evaluation According to the evaluation subject, the evaluation of teachers’ classroom teaching can be divided into external evaluation and internal evaluation. This classification method is based on whether the evaluator participates in classroom teaching activities. External evaluation refers to the evaluation of teachers’ classroom teaching by personnel from the education administration department, such as teaching researchers, evaluation experts, school leaders, academic staff, and teachers’ peers who do not participate in classroom teaching activities; internal evaluation is performed by evaluators who do not participate in classroom teaching activities. Evaluations conducted by teachers themselves and groups of students who are directly engaged in classroom teaching activities. Whether they are external evaluators or internal evaluators, they will follow certain evaluation standards during the evaluation process. However, the evaluation standards of different evaluators may be different. For example, peers will put forward requirements for classroom teaching more from a subject perspective. , school leaders will put forward requirements from the perspective of school management, teachers themselves will comment on their own teaching style, and students may evaluate from the amount of teaching content and emotional reactions during teaching. 3. On-site observation evaluation, surveillance evaluation, video evaluation, scale evaluation. According to the method of collecting evaluation data, the evaluation of teachers’ classroom teaching can be divided into on-site observation evaluation, surveillance evaluation, video evaluation, scale evaluation, etc. On-site observation and evaluation means that the evaluator enters the classroom, listens to the teacher's lectures in real time, and makes timely evaluations. In the actual application process, this evaluation method often manifests as listening to the class and evaluating the class. This method of collecting evaluation data is highly time-sensitive, can evaluate various temporary situations, and has a deep understanding of teachers' teaching efficiency and students' enthusiasm for participation.

(1) Developmental principles Developmental principles mainly include two aspects. First, it is beneficial to students’ development. One of the basic goals of classroom teaching evaluation is to help teachers actively and independently construct and apply new teaching strategies through practical evaluation and diagnosis, and constantly adjust teaching organizational methods and processes, thereby promoting students' comprehensive cognitive and emotional development. develop. Second, it is beneficial to teachers’ professional development. The focus of classroom teaching evaluation is to pay attention to the teacher's classroom teaching process, and the efficiency of this process and the interaction between teachers and students are directly related to the completion of teaching goals. Therefore, what needs to be considered during evaluation is how to further improve the efficiency of classroom teaching through evaluation and find areas that should be improved in classroom teaching, rather than just judging the current status of the teacher's teaching process. At the same time, modern teaching evaluation emphasizes that one of the subjects of classroom teaching evaluation is the teacher himself. Classroom teaching evaluation itself should also be the teacher’s critical reflection on the classroom teaching process and behavior. It is a process of communication and sharing between teachers and peers and experts. Therefore, Classroom teaching evaluation can effectively promote teachers’ professional development. (2) The principle of subjectivity The principle of subjectivity refers to a principle that should be reflected in the objects evaluated and the content of the evaluation in classroom teaching evaluation. In terms of the objects being evaluated, the principle of subjectivity refers to the participation of the objects being evaluated in the evaluation activities and processes, including the establishment of evaluation indicators, the adoption of evaluation methods, and the implementation of the evaluation process, all of which require the participation of teachers; in terms of the content of evaluation The principle of subjectivity means that interaction and student development should be reflected in evaluation. That is, an important content of evaluation is whether students actively participate in the interaction between teachers and students. Interaction in classroom teaching is usually reflected in: (1) students are emotionally invested in the learning process, learning becomes an intrinsic motivation and need, and students gain growth experience in classroom learning; (2) learn to cooperate and learn through various activities. Through various forms of teaching activities, students learn to accept, appreciate, argue and help each other. (3) Principle of effectiveness The principle of effectiveness refers to the ratio of the teaching results achieved to the material and spiritual costs paid within a unit time. This is often an important criterion for evaluating the suitability of teaching activities in classroom teaching. Classroom teaching activities themselves are to complete the corresponding classroom teaching goals. Each teaching link and corresponding teaching activities exist to achieve this teaching goal. Different teaching treatments have different effects and efficiencies. Therefore, the principle of effectiveness has become a very important criterion for judging whether certain teaching activities and teaching links are appropriate. This is not only a reflection of teachers' creativity, but also an important method to improve teaching efficiency through classroom teaching evaluation. Only through its implementation can the purpose of developmental evaluation be truly achieved. (4) Artistic Principle Teaching is a technology, and it is also an art. This is a recognized saying, but the art of teaching itself is also the most difficult content to grasp in classroom teaching evaluation. It should be said that teaching art embodies the vitality of teaching. It is a comprehensive reflection of teacher quality, which is not only reflected in the various abilities of teachers, but also in all aspects of classroom teaching. Among them, teachers' language expression ability and body language expressiveness are particularly important. Language expression must not only be accurate, clear, and concise, but also contagious. As far as classroom teaching is concerned, the art of teaching includes the art of introduction, the art of introduction, the art of questioning, etc. The organization of each link can reflect the teacher's teaching skills. The evaluation of teaching artistry in the evaluation process is also mainly reflected in the evaluation of teacher quality and teaching process. (5) Process principle The process principle includes two aspects. First, the evaluation targets the process of classroom teaching, that is, the classroom teaching evaluation itself directly targets the classroom teaching activities and their processes. In this process, the efficiency of classroom teaching is evaluated based on the goals of classroom teaching. From here we can see that in mainstream classroom teaching evaluation, several basic structures and links of classroom teaching are often used for evaluation. Second, it is a principle that goes hand in hand with the principle of development. Evaluation should reflect not only the development process of teachers' teaching experience, but also the development process of students' learning experience. It does not use a certain event to evaluate a certain result, but should reflect the continuity of individual development.

In order to truly play the teaching role of evaluation, we put the individual growth and progress of teachers and students in an equally important position. Teachers must constantly analyze and reflect on their own teaching ideas, teaching attitudes and teaching behaviors, and carefully review the evaluation materials. Collect, organize and analyze. Therefore, we should pay attention to the feedback and motivating effect of evaluation on teaching and learning, establish an evaluation system in which principals, teachers, students, and parents all participate, provide teachers with appropriate help and guidance, and encourage teachers to keep pace with the times and learn from each other through teaching. Continuously update knowledge, improve teaching and educational research capabilities, and improve teaching effectiveness. (6) Principle of diversity The principle of diversity in classroom teaching evaluation mainly refers to two aspects. One is the diversity of evaluators. Traditional classroom teaching evaluation is usually completed by educational managers, mainly by observing teachers' classroom teaching process and sketching out pre-made evaluation forms. The object being evaluated, teachers, is often outside the evaluation activities. In modern classroom teaching evaluation, teachers will be important participants and beneficiaries of evaluation activities, including not only the evaluation of educational managers, but also teachers’ self-evaluation, student evaluation, and even the evaluation of parents and society related to educational activities. , thus forming a diversified evaluation subject. The second refers to the diversity of evaluation perspectives. When conducting evaluation, it is necessary not only to evaluate the basic links and processes of teaching, but also to evaluate the basic teaching ability elements embodied by teachers in the teaching process, as well as to evaluate teaching effects, teaching ideas and concepts, etc. 3. Characteristics and Development Trends of Traditional Classroom Teaching Evaluation (1) Characteristics of Traditional Classroom Teaching Evaluation Classroom teaching evaluation emerged with the emergence of classroom teaching and existed before my country’s new curriculum reform. It mainly includes the following aspects characteristics. 1. Pay attention to classroom teaching objectives, emphasize the completeness and appropriateness of classroom teaching objectives. Traditional classroom teaching is oriented to classroom teaching objectives, emphasizes the role of classroom teaching processes and activities in the completion of classroom teaching objectives, and opposes excessive presence of teachers that are inconsistent with classroom teaching objectives. Regardless of teaching activities, the goal-oriented characteristics in classroom teaching evaluation are very obvious. 2. The main body of the evaluation is the evaluator, who evaluates the head teacher's lack of self-evaluation and participation in evaluation activities. The lack of improvement plans and measures is particularly prominent in traditional classroom teaching evaluation. Evaluation activities are often operated by educational managers, and evaluation results are usually rarely fed back to evaluators, or the feedback information is insufficient; in the evaluation process, the objects being evaluated are rarely involved. 3. The high stakes of evaluation. In traditional classroom teaching evaluation, evaluation dominates and restricts everything. Teachers also teach for evaluation and change for evaluation. That is, whatever you evaluate, I will teach; how you evaluate, I will teach. This reflects that traditional classroom teaching evaluation is used too much in management and teacher promotion, while less attention is paid to other functions of classroom teaching evaluation, such as diagnosis, motivation, guidance, etc. 4. Use a unified scale for evaluation methods. The evaluation scale sets comprehensive evaluation indicators and has many secondary indicators. Many teachers feel that the content of evaluation is empty, detailed, and complicated, which increases the burden on teachers' work. Although the more detailed the evaluation indicators are, the better the objectivity of the evaluation will be, the greater their restrictive effect on classroom teaching will be, and they may even constrain teachers' hands and feet and affect the display of teachers' creativity. At the same time, the traditional classroom teaching evaluation methods are too simple. When some people mention evaluation, they immediately think of tools and scales, while ignoring many simple and easy methods. 5. The focus of evaluation is the teacher’s professional level and performance, ignoring the evaluation of students’ participation, status and learning level in classroom teaching. Traditional classroom teaching evaluation focuses more on the teacher’s process and behavior in classroom teaching, as well as on the entire process and behavior. The professional level and performance shown in the teaching process are ignored, while the interaction between teachers and students in the classroom teaching process is ignored, especially the participation and emotional state of students in classroom teaching. (2) Trends in the development of classroom teaching evaluation With the gradual implementation and promotion of the new curriculum reform, the following trends have gradually emerged in modern classroom teaching evaluation. In terms of the function of evaluation, traditional classroom teaching evaluation has shifted from focusing too much on management orientation to focusing on teacher development, and advocates developmental evaluation of classroom teaching.

The purpose of classroom teaching evaluation is no longer to simply judge the achievement of teachers' teaching objectives and the quality of teachers' classroom teaching, but to improve teaching, improve the quality of classroom teaching, and promote teacher growth through evaluation. Moreover, modern classroom teaching also pays attention to the guiding role of evaluation in classroom teaching. Through classroom teaching evaluation, teachers are encouraged to give full play to students' autonomy, initiative and creativity in classroom teaching, pay attention to students' personal experience and life experience, and promote students' physical and mental development. Sound development. The focus of evaluation has shifted from focusing on the evaluation of results to focusing on the evaluation of the process, especially the evaluation of the interaction between teachers and students and the participation of students. In addition, various factors, environments, and conditions required for the optimization of the teaching process are also included in the scope of classroom teaching evaluation. In addition, when dealing with evaluation results, the original focus on the objectivity, accuracy, and fairness of evaluation has been developed. Pay more attention to feedback and reflection on evaluation results, thereby promoting the development of teachers. In terms of evaluation subjects, the evaluation has evolved from being almost entirely conducted by evaluators in the past to the diversification of evaluation subjects. This diversified subject includes not only external evaluators, but also emphasizes the participation of the objects being evaluated; the evaluation objects have also developed from passive waiting in the past to active participation. At the same time, it also emphasizes students' participation in classroom teaching evaluation, pays attention to the diversity of evaluation information, changes the traditional way of other-based evaluation, and attaches great importance to self-evaluation and peer evaluation. In terms of evaluation methods, it has changed the situation where traditional classroom teaching evaluation is mainly dominated by scales, showing the characteristics of diversity of methods. Not only are there objective and quantitative evaluation methods, but there is also a development trend of combining quantitative and qualitative evaluations and integrating quantitative evaluations with qualitative evaluations. In the evaluation process, the previous one-time, summative evaluation method was also changed, and summative evaluation and formative evaluation were combined to conduct multiple, multi-point, and multi-faceted evaluations. Summary Classroom teaching evaluation is an important means to improve the quality of classroom teaching and improve teaching behavior. Classroom teaching evaluation can be classified differently due to different goals, means and methods. In the evaluation of classroom teaching, the principles of development, subjectivity, and effectiveness should be followed. Traditional classroom teaching evaluation has been widely criticized for focusing too much on its identification and screening functions, while modern classroom teaching evaluation pays more attention to the diversification of evaluation goals and its role in teachers' professional development. What are the principles of music teaching evaluation

A preliminary study on the principles of music teaching evaluation

Guo Shengjian

The purpose of teaching evaluation is to check the teacher's teaching effect and understand the students' learning performance, and provide Provide basis for teaching reform to further improve teaching quality. Because there are misunderstandings about the goals and tasks of music teaching in primary and secondary schools, and because the current practice level of music teaching in primary and secondary schools in my country is not high and the theoretical discussion is not in-depth, the evaluation of music teaching in primary and secondary schools is also quite backward. It can be said that at present, our country has not established a sound, scientific, reasonable, and unified standard music teaching evaluation system for primary and secondary schools, so that in actual work, some behaviors that conform to the rules of music teaching in primary and secondary schools are often considered wrong, and some Behaviors that violate the rules of music teaching in primary and secondary schools and deviate from the goals of quality education are often affirmed and promoted by people. Therefore, carefully exploring and establishing evaluation standards for music teaching in primary and secondary schools will play a very important role in the healthy development of music education in primary and secondary schools in my country. To establish scientific and reasonable evaluation standards for music teaching in primary and secondary schools, we must first establish the evaluation principles for music teaching in primary and secondary schools.

Regarding the evaluation principles of music teaching in primary and secondary schools, there are no ready-made research results in our country so far. Therefore, as an exploratory research, here we can only rely on our own understanding of the nature of music education in primary and secondary schools. characteristics, tasks and goals, and at the same time summarize the experience of music teaching practice in my country, especially the achievements in music teaching evaluation, to preliminarily put forward several basic evaluation principles.

1. Directional principle

This is the most basic principle that must be followed in the evaluation of music teaching. It requires that the general direction of quality education must be grasped when evaluating music teaching.

In terms of evaluation methods, daily examinations and final examinations should be organically combined, and students' academic performance should be evaluated based on daily examinations.

5. Principle of Unification of Perception and Rationality

Mastering rational knowledge and skills is not the entire goal and main goal of music teaching, because as an art, students’ mastery of music is mainly reflected in their understanding of music. In terms of feeling and experience, this is a perceptual thing. The basic task of music teaching in primary and secondary schools is to improve students' music appreciation and music expression. Music appreciation and expression behavior are obviously behaviors that are highly unified between perceptual and rational. Therefore, when evaluating music teaching, full consideration should be given to unifying sensibility and rationality. This requires us to start from the complete sense of music in the design of music teaching evaluation methods, use sound as the cornerstone of the design evaluation method, and use music to examine students' emotional experience of the music itself, as well as their ability to appreciate and express music. , rather than starting from scattered and isolated music knowledge to test students' mastery of basic music knowledge. At the same time, we also need to explore how to express perceptual evaluation content through rational evaluation forms.

The above just puts forward the basic principles that should be followed in music teaching evaluation. In the specific evaluation process, a standardized test of music performance should be established based on the primary and secondary school music syllabus or curriculum standards, and flexible and diverse evaluation methods should be used to comprehensively evaluate student learning performance and teacher teaching effectiveness.

Reference address:: hongxiao./dy/Article/zhuanjia/guoshengjian/200601/1723. What are the principles of high school political classroom teaching evaluation

1.? The "student subject" in principle. ?2. The principle of “facing all students”. 3. The principle of “comprehensive development”.