Research On The Teaching Evaluation Of Teachers In American Universities

Teaching evaluation of teachers in American universities has been a hundred years of history appearing in the 1920s, and developed its unique style and characteristics with rich theories and extensive practice of teaching evaluation. With the rapid development of science and technology, people have more and more demand and concern about the quality of education, and teaching evaluation of teachers has become a logo of high-quality universities. In recent years, American universities are working to adopt a series of measures to improve the quality of teaching, which play an important role in the teaching improvement.In this paper, it introduced the development process of American teaching evaluation, reviewed and analyzed the theoretical study of teaching evaluation, and deep elaborated the standards, principles and types, especially with the analysis of student evaluation, peer evaluation, teacher self-evaluation and administrator evaluation, which pointed out their characteristics and existing problems. At the same time, it takes MIT as an example for researching the implementation process of teaching evaluation, and then elaborated its characteristics and limitations.Through the research and analysis of the practice and theory for teaching evaluation of teachers in American universities, our universities can have some inspiration form the experience of the teaching evaluation system in American universities, such as establishing and developing evaluation intermediary institutions, paying attention to the active participation of teacher, establishing teaching evaluation system for teachers' professional development, stressing the reunification of scientific and comprehensive evaluation indexes, and focusing on the integration of a variety of evaluation methods. On this basis, it has deep consideration of teaching evaluation in our universities from paying attention to the roJe of student evaluation; improving the treatment and feedback of information, correctly handling the relationship between teaching and studying, implementing the reevaluation of results, and perfecting the channels for collecting information.