The Construction Of Instructional Design Competencies Performance Assessment Indicator System For Middle School Chemistry New Teachers

Teacher instructional design competency is one of the basic teaching competencies. The instructional design competency of new teacher is a vital factor to affect the teaching quality and effect. However, there are many deficiencies of new teacher instructional design competency. The research of new chemistry teacher instructional design competency performance assessment indicator system provides the theoretical support for completely understanding the teaching competencies of chemistry teacher and rebuilding the core status of teaching jobs, and also offer technical support for the research of new chemistry teacher instructional design competency, it also provides technical indicators for the reasonable educational inspection of government educational supervisors. The research also provides schools with scientific guidance for the improvement of teaching competencies and also theoretical reference for self-improvement and self-development of teacher competencies.The education Teacher Performance Assessment(edTPA) system is a mature teacher performance assessment system in America. Referring to the successful experience in reliable evaluation framework and subject specific evaluation criterion and combining with the middle school teacher professional criterion and chemistry curriculum criterion, the construction of China new chemistry teacher performance assessment indicator system will compensate for the shortcomings of traditional evaluation pattern and provide evaluation instrument for the cultivation, entrance and evaluation for chemistry teachers in China.The study reviewed the literatures of teacher instructional design competency and teacher instructional design competency performance assessment indicator system domestic and overseas and found that the past research focus more on the status survey of teaching planning competency, the construction research of teaching instructional design indicator system had developed accordingly, giving reference and gist for instructional design competency structural dimensions and instructional design competency indicator. However, there is no study on specific subject teacher instructional design competency performance assessment indicators and lacks of maneuverability. Given this, the study comprehensively uses literature, interview as well as survey to collect data and analyzes the data, define the relevant core conception, and base on the theories(Bloom’s taxonomy of educational objectives, Gagne’s design theory, universal design theory and teacher evaluation theory), refers to the construction principles and framework of edTPA, the thesis constructed the indicator system preliminarily from the angle of performance assessment and portfolio assessment in combination of China’s compulsory education chemistry curriculum criterion, then the reliability and validity of the indicator system is analyzed, through expert interview and questionnaire survey, the indicator system is revised.The content of the research is to analyze the dimensions of teacher instructional design competency in the profession criterions in China and America, on the basis of the edTPA and combined with the instructional design element, the 5 indicators are raised as follows, indicator 1 is designing the chemistry teaching objectives on the basis of chemistry curriculum criterion; indicator 2 is analyzing the characteristics of students; indicator 3 is cultivating students’ scientific inquiry competency through inquiry; indicator 4 is meeting the various learning needs of students by selecting teaching strategies; indicator 5 is monitoring and promoting the students’ learning through assessment. The five detail teacher performance levels of every indicator are designed referring to the requirements of compulsory education chemistry curriculum criterion, the teacher performance are specifically described on all levels. The performance assessment indicator system of new middle school chemistry teacher instructional design competency is then constructed. The expert interview is conducted to check the rationality and scientificity of the indicator system. The teacher questionnaire is given out to see the opinions for the indicator system of chemistry teachers. The result of the expert interviews shows that the indicator system constructed in the research is basically reasonable but the description of the teacher performance on each level has to be revised to be more specific. The result of questionnaire shows that most of the teachers agreed with the indicators and the levels, only several levels gains few agreements and the levels which is not highly agreed are interviewed, the chemistry teacher who are interview focus on the several levels gives their suggestions and the indicator system is then revised and completed. The teacher instructional design competency performance assessment indicator contents are discussed from the perspective of theory, data and performance and the construction of the indicator system is completed. Some implementation suggestions for the system and future research prospects are proposed in the epilogue.The thesis mainly solve the following six problems.1.What is Instructional Design Competency?2.How to evaluate the teacher’s instructional design competency in the teacher professional standards in China and America?3.How to evaluate what degree of the teacher’s instructional design competency is in edTPA?4.How to construct the Instructional Design Competencies Performance Assessment Indicator System for Middle School Chemistry New Teachers of China?5.Is the teacher performance assessment indicator system scientific and reasonable?The innovation of the thesis is as follows. Constructing the the Instructional Design Competencies Performance Assessment Indicator System for Middle School Chemistry New Teachers of China. The indicator system assesses the instructional design competency performanced in the real teaching practice. The instructional design degree of teachers are more virtual than traditional paper exams. The levels demonstrate the teachers’ performance of difference degrees which is convenient for the self assessment of teachers. In the meantime, the highest level of teacher performance give the develop direction of instructional design competency for the new teachers and the reflection of the results let the teachers know clearly what degree they are and improve according to the assessment standards. The professional development of teachers will be promoted and the teaching quality will be improved and the study of students will be promoted.