The operational definition of educational evaluation refers to systematically collecting information according to certain standards and making value judgments on the basis of comparing information with standards. Therefore, the essence of educational evaluation is a kind of value judgment.

To complete this kind of value judgment, one is to study the value standard and put forward the value standard suitable for the evaluation object. The standard of value is what we generally call the standard of judging things. For educational matters, the standards of some objects are relatively clear and easy to establish, such as the school spirit and style of study, the teaching quality of some disciplines in the school, the academic level of students, the degree of teachers' efforts in teaching and so on. Some objects have many orientations, which are not easy to establish, such as the overall teaching quality, school-running level, classroom teaching quality, students' writing ability and so on. Because the standards of these objects are often not unique, different people can have different value orientations. It takes a certain time to study the value standard and establish the value standard that meets the evaluation purpose to evaluate the object of this diversified value orientation in education. Once the value standard of evaluation is established, it needs to be decomposed and refined to make it easy to operate, implement and check, and finally form an index system that everyone can use.

The second is to collect research information and put forward methods that are not only in line with the reality of the evaluation object, but also can be implemented by the evaluator. Evaluation information can generally be divided into quantitative and qualitative. Quantitative information refers to information that has ready-made data for future reference or can be detected by measuring tools. Such as the fixed assets of the school, the basic situation of students, academic performance, the age of teachers and academic composition. The key to collecting quantitative information is to formulate measuring tools, which should be objective and correct. Qualitative information refers to information recorded through words and modern audio-visual technology. Many things in education cannot be expressed by data, so it is necessary to collect qualitative information in education evaluation. The main methods of collecting qualitative information are data inquiry, discussion, tracking, field investigation and recording. The results of qualitative information can be original records, and can also be converted into evaluation scales and grades.

The third is to study the method of value judgment, and put forward the method of value judgment that meets the evaluation purpose and can make meaningful evaluation results. The best evaluation results don't have to be quantified. The biggest advantage of quantification is that it is used for comparison. If the purpose of evaluation is not to compare with each other, quantitative results are generally not used, and more qualitative results can give valuable feedback to the evaluation object.

Detailed Catalogue of Evaluation of Respect Teaching Practice in America

Almost none (1); Rarely (2); Sometimes there are (3); There are often (4); Almost always (5)

Your students are responsible for their own learning experience. You are the promoter of learning experience. )

2. Your students actively participate in the beginning of the learning experience.

Your students take an active part in asking questions in the whole class.

4. Suggest that your students take an active part in teaching activities throughout the class.

5. Your students actively participate in the implementation of the whole class activities.

6. Your students actively participate in the experience (physically and psychologically) throughout the class.

7. You use novelty to stimulate learning.

8. You use new things to stimulate learning.

9. You use contradictions to stimulate learning.

10, you use surprises to stimulate learning.

You don't rely entirely on textbooks to arrange teaching activities.

12, you and/or your students cut down the content of the textbook appropriately to meet the teaching needs of the whole class.

13, you and/or your students develop the content of the textbook.

14, your class time focuses on activities related to students' understanding of concepts.

15, your teaching activities pay attention to the connection between scientific teaching content and students' personal and life experiences.

16, your students have the opportunity to experience the relationship between concepts and daily life.

17. In class, you should appropriately change methods to help students understand concepts, such as discussion, questioning, free imagination, experiments, journal reports, etc.

18, you enable students with different cognitive levels to reach a higher level of thinking ability.

19, you integrate content and process skills in class.

20. You allow students to use the evidence collected in class to establish concepts.

2 1, when students' misunderstandings become obvious, you help students solve these misunderstandings, such as collecting evidence to help students discuss with their classmates and students and teachers.

22. You inspire students to collect evidence to solve their misunderstanding.

You have a good interpersonal relationship with your students.

24. You know your students' understanding of concepts and revise your teaching plan when necessary.

25. You use accurate and relevant prototypes.

26. You use unique, accurate and relevant metaphors.

27. You coherently integrate concepts, generalizations and skills.

28. Your experience in science class has a proper balance in depth and breadth.

29. You presented your information accurately in class.

30. The learning experience between teachers and students is a cooperative relationship.