Research on the Diversified Evaluation System of Physical Education
Teachers in Universities
Pang Xue lin and Zhang Zheng ze
Department of Physical Education, Harbin Engineering University, Harbin, China
Keywords: Universities, PE Teacher, Diversified Evaluation.
Abstract: The purpose of the author is to establish a new evaluation index system for physical education teachers in
Colleges and universities. This paper investigated the status quo of physical education teacher evaluation.
This paper uses the literature data method, questionnaire survey method, expert interview method and
analytic hierarchy process method. The author has established a diversified evaluation system of physical
education teachers in Colleges and Universities. The result shows that the index system is scientific and
feasible. Colleges and universities can practice this system.
1 INTRODUCTION
Physical education teaching is an inseparable
subsystem of College teaching. It is different from
physical education and other courses. Physical
education requires physical skills and theoretical
knowledge. To cultivate students' physical and
mental health, to develop a lifelong habit of
students, to establish a "health first" thought, to
cultivate students' positive, positive, optimistic, love
sports and healthy personality as the main course
objectives of a special university Therefore, in the
teaching evaluation, the evaluation of physical
education teaching is different from other theories,
whether it is the evaluation index, the evaluation
process, the evaluation purpose or the application of
the evaluation results. Objective to the domestic and
foreign many research results show that the
evaluation of physical education in Colleges and
universities has its own characteristics, that is, the
evaluation indicators closely related to sports
teaching and evaluation method of flexible and
diverse, pluralism of evaluation subjects, evaluation
results in the formation of.
Teacher teaching evaluation is a complex
multilateral system, which involves a wide range of
contents, and it needs a comprehensive and dynamic
evaluation mechanism. And multiple evaluation is
the overall, dynamic, scientific evaluation
mechanism. Physical education is a comprehensive
education, and the diversity of the curriculum
objective needs to reflect the integrity of teaching.
At the same time, the curriculum objective is based
on the multi evaluation, emphasizing the overall
effectiveness of teaching, and the teaching
implementation of the overall goal. It is an important
measure to establish a multi evaluation system of
physical education teachers' teaching, which is an
important measure to promote the teaching of
"health first and all round development". To evaluate
the content and quality of the evaluation, the
evaluation should be more than aspects: the
evaluation of the content and the evaluation. The
evaluation content should be: the evaluation of the
content and the evaluation. The evaluation content
should be: the evaluation content and the standard.
The evaluation content and the standard are: the
evaluation content and evaluation criteria are: the
content and evaluation criteria are two aspects: PE
teacher evaluation content and evaluation.
Evaluation and evaluation methods and operation of
the implementation of a clear understanding, so as to
evaluate the implementation of substantive and long-
term support, in order to mobilize the enthusiasm
and creativity of teachers' teaching, and promote
teachers' professional development and teaching
quality improvement.
The main problems in the evaluation of physical
education teachers in China are lack of system of
physical education teacher evaluation scheme.
The emphasis on distinguishing rewards and
punishments, neglect the improvement development,
477
Ze Z. and Lin P.
Research on the Diversified Evaluation System of Physical Education Teachers in Universities.
DOI: 10.5220/0006028904770480
In Proceedings of the Information Science and Management Engineering III (ISME 2015), pages 477-480
ISBN: 978-989-758-163-2
Copyright
c
 2015 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
477

external pressure, neglect internal motivation,
performance management, lack of human care.
The main reason is that the lack of perfect
teacher evaluation system, the lack of scientific
evaluation system, the negative impact of utilitarian
value orientation, the evaluation of the main body of
the evaluation, the lack of incentive and the organic
integration of the development of the society, the
social and physical education teachers' professional
bias and so on.
2 RESEARCH METHOD
2.1 Expert Interview Method
In order to verify the feasibility and the scientific
nature of the diversified evaluation system, I
interviewed 20 experts on education.
Including two executive vice president of sports
and eight sports director and deputy director and ten
professors
2.2 Questionnaire Survey
The questionnaire was distributed among 235
teachers in 21 colleges and universities in China, and
230 valid questionnaires were returned. All the
questionnaires were tested for reliability and
validity, which was in accordance with the
requirements of this project.
Table 1: Level indicators consulting results.
Index name
very
important
Important
The thought of teaching
ability
100
Teaching design ability 100
Teaching implementation
ability
80.10 19.90
The monitoring ability of
teaching
75.00 25.00
Teaching assessment ability 71.40 28.60
The ability of teaching
reflection
76.80 23.20
The teaching ability to
innovate
68.80 31.20
Teaching research ability 70.30 17.30
The teaching ability of
Education
56.20 43.80
3 RESULT ANALYSIS
Through the survey results will be diversified
teacher evaluation system indicators are divided into
nine level indicators and two nine indicators, see
Table 1 and table 2The total recognition rate of
100% first level indicators, indicators are the
number between 4.57~5.00. To continue the
investigation result as follows.
Table 2: Statistics level indicators of mean, standard
deviation, coefficient of variation.
Index name Mean
The coefficient
of variation
The thought of teaching
ability
4.82 8.30
Teaching design ability 4.75 9.10
Teaching implementation
ability
4.90 7.10
The monitoring ability of
teaching
4.78 8.80
Teaching assessment ability 4.86 9.80
The ability of teaching
reflection
4.89 7.80
The teaching ability to
innovate
4.57 10.00
Teaching research ability 4.56 11.80
The teaching ability of
Education
4.61 10.80
From the level of index weights can be seen,
"teaching design ability" has the highest weight, that
the most significant the teaching ability of physical
education teachers reflect the level of Harbin
Engineering University, this and Jin period focus on
lessons of PE teachers agree, only good teaching
design, will have good teaching effect; secondly, the
"teaching reflection ability" higher weight, this
shows that the new requirements of physical
education for PE teachers put forward by tall,
continuous reflection only in teaching, teaching
ability to continuously improve.
3.1 Diversification Trend
With the continuous development of China's sports,
it has been the trend of development that the
understanding of sports teaching task and the
teaching objectives are becoming more and more
comprehensive. Physical education should not only
cultivate students' good physical quality, making
them grasp sound technical skills, but also cultivate
students' good volitional quality, positive outlooks
and values, to reach the diversified goal of
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promoting the total development of students’ moral
education, intellectual education, physical education
and aesthetic education. Therefore, the contents of
the teaching should also be diversified, set to
achieve each objective mentioned above. It is
obvious that to make a comprehensive evaluation of
physical education teachers’ teaching, the contents
of evaluation are bound to be diverse. In order to
make objective, accurate, comprehensive assessment
of physical education teachers, the main body of
evaluation must be diversified. In the past, it was
hard to make the evaluation objective and accurate
only relying on leaders in charge or students and the
main body of the evaluation of teachers should be
from different groups related to teaching: leaders in
charge, students, experts and teachers themselves.
In order to realize the functions of diagnosis,
feedback, orientation and development, the
evaluation time of PE teachers should be diversified,
to avoid the practice in the past that the evaluation
was made only at the end of the term, or when it was
needed. Evaluation can be done after a class or after
a unit and can be made randomly by leaders in
charge, students and experts or teachers themselves
can make judgments of their periodic teaching. The
evaluation should not be limited to one moment, but
should be done anytime and randomly, so as to
promote the development of teachers.
In order only to rank excellent, good, medium
and bad, the purpose of the evaluation in the past
was single. Therefore, the evaluation results were
surely single and such evaluation is not conducive to
the development of teachers. Diversified evaluation
results of teacher not only include the summative
assessment—the comprehensive assessment of
teachers made at the end of terms, but also the
formative assessment—the assessment or feedback
information from different groups mentioned above
after every class or every unit, to help teachers
improve and perfect their teaching in the process of
assessment, feedback and amendment.
The diversified evaluation of teachers is also
reflected in the evaluation methods, including direct
evaluation, say, assessing by listening to class,
commenting on teaching, etc.; indirect evaluation,
say, questionnaire survey, students' panel discussion,
etc.; qualitative evaluation, such as teaching
evaluation, teaching attitude evaluation, etc.;
quantitative evaluation, such as progressive degree
of teaching, rational degree of teaching method, etc..
Only through multi-sided and multi-channel
evaluation information, can the appraisers make
comprehensive and accurate assessments of teachers’
work.
The purpose of the evaluation is to judge the
value of teachers’ work, and due to the difference of
reference standard of the diversified evaluation,
value judgment methods are also different, which
embodies the diversification of value judgment
methods. Among value judgment methods, the
absolute evaluation usually takes the fixed objective
standard as reference. Absolute evaluation is a
unified standard for all teachers, which, as a kind of
value judgment method, reflects, to a certain extent,
the school’s basic requirements for teachers, but also
ignores the individual difference of teachers as there
is only one type of evaluation standard. Therefore, in
a diversified teacher evaluation system, there is
relative evaluation which takes as reference the
average standard of teacher groups of the same rank.
However, Even through the combination of the
absolute evaluation and relative evaluation, it is hard
to make evaluations which can fully reflect the
personal development degree of teachers. Therefore,
there is another method of value judgment—
individual difference evaluation, which takes
teachers’ own past experiences and records as
reference. These three kinds of value evaluation
methods are mutually complemented and combined
and the exclusive use of any method above can not
reflect the comprehensiveness and accuracy of
teacher evaluation.
The principle of teacher evaluation is the basic
requirement of evaluation, which is the guarantee of
the validity and reliability of the evaluation. The
principle of evaluation is mainly in four aspects. The
first integrated principle, which is the evaluation of
the teacher's indicator system as a whole,
comprehensive, complete and systematic reflection
of the real situation of the teacher, the overall
principle requires that teachers should adhere to the
evaluation method of diversification, the collection
of information multi-channel, multi perspective.
Second guiding principle, refers to the teacher
evaluation work must focus on the teacher
professional development and education teaching
quality improvement, give full play to the evaluation
of the guidance, incentive and improvement function,
promote the evaluation of positive progress, carry
forward the advantages, to correct the shortcomings,
continuous improvement and development. The
objectivity principle, objectivity principle is refers to
the evaluation of teachers must adhere to the
objective and realistic attitude, starting from the
objective reality of teachers' work and their own, for
teachers to make objective and accurate evaluation,
not subjective and doping personal emotion. Fourth
development principle, is refers to the teacher
Research on the Diversified Evaluation System of Physical Education Teachers in Universities
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Research on the Diversified Evaluation System of Physical Education Teachers in Universities
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evaluation should be the continuous development
and the change process, must use the development,
the change of vision to see the teacher. To the
evaluation in the process of teaching, should pay
attention to were rated on the various problems in
the beginning of teachers and the course of
development, pay attention to the diversity of
individual differences and development, should pay
attention to the evaluation of communication and
exchanges between the two sides in the process of
evaluation.
4 CONCLUSIONS
The evaluation index system of physical education
teachers is constructed, which includes nine primary
indexes and two nine grade indexes, which can
provide reliable basis for the evaluation of physical
education teachers in Colleges and universities.
PE Teachers' diversified evaluation index system
is scientific and feasible, which is conducive to the
improvement of teachers' self - improvement and
development.
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Jin, Jian. et al. (2015).Multivariate-combined teaching
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Note: The Name of Funds
Supported by the Fundamental Research Funds for
the Central Universities code: HEUCF151603.
ISME 2015 - Information Science and Management Engineering III
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ISME 2015 - International Conference on Information System and Management Engineering
480