Journal of Personnel Evaluation in Education

, Volume 18, Issue 4, pp 253–272 | Cite as

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



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.


Teacher evaluation Students’ test scores Integration of developmental and reward/punish teacher evaluation 


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Copyright information

© Springer Science + Business Media, LLC 2007

Authors and Affiliations

  1. 1.Educational Leadership and ResearchUniversity of Southern MississippiHattiesburgUSA
  2. 2.Louisiana State UniversityBaton RougeUSA

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