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A Follow-up Study on Teacher Evaluation in China: Historical Analysis and Latest Trends

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Abstract

This research study follows up on previous investigations of the ongoing curriculum reform in China and its repercussions (actual and potential) on the effectiveness of the teacher evaluation process there (Liu & Teddlie, 2004, 2005). With the full implementation of the new curriculum reform throughout the country, teacher evaluation is becoming more and more important in today’s China. Practitioners are exploring new methods for making practical reforms in teacher evaluation in individual districts and schools. There are two sources of information for this article, which focuses on events that have transpired in China beginning in 2004: a content analysis of academic sources related to teacher evaluation and interviews conducted with Chinese teachers at different sites and grade levels. Six themes were derived from an analysis of the academic sources. Interview results focus on issues such as (1) the utilization of student test scores in the evaluation of teachers and (2) “teaching to the test.” The article ends with eight suggestions for improving practices currently associated with teacher evaluation in China.

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Notes

  1. The “four basic principles” refer to the socialist path, the people’s democratic dictatorship, the Chinese Communist Party’s leadership, and Marxism–Leninism and Mao Zedong’s thought.

  2. Patton (2002) defines triangulation of sources as the use of a variety of different data sources in a study. In this case the data sources (documents, interviews) are both qualitative in nature.

  3. Although the size of the interview sample was relatively small, it was considered adequate because the Chinese educational system is monolithic with a high degree of uniformity across geographical locations and levels of schooling.

  4. The 360° evaluation method is an assessment technique, in which data are collected from the evaluated individual along with his/her supervisors, peers, and subordinates (Church, 2000).

  5. The ninth grade is the final phase of middle schools in China. The ninth graders have to take the high school entrance examination, and the result is used to determine which high school they can enter.

  6. A Banganbu is a member of the student government in the class. Each Banganbu is responsible for some specific aspect(s) of the class administration, such as students’ learning, discipline, and keeping the classroom clean.

  7. The role of the NUCEE as the “baton” refers to the fact that all educational and teaching activities center on the NUCEE, so that teachers teach to the NUCEE and students learn to the NUCEE.

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Authors and Affiliations

  1. Educational Leadership and Research, University of Southern Mississippi, 118 College Drive—#5027, Hattiesburg, MS, 39406-0001, USA

    Shujie Liu

  2. Louisiana State University, Baton Rouge, LA, USA

    Charles Teddlie

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  1. Shujie Liu
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  2. Charles Teddlie
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Correspondence to Shujie Liu.

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Liu, S., Teddlie, C. A Follow-up Study on Teacher Evaluation in China: Historical Analysis and Latest Trends. J Pers Eval Educ 18, 253–272 (2005). https://doi.org/10.1007/s11092-007-9029-4

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