| 单词 | 教师评价 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 释义 | 教师评价 noun —teacher assessment nSee also:教师 n—teachers pl • faculty n 教师 pl—principals pl 评价 n—evaluation n • evaluations pl • opinion n • estimation n • mark n 评价—assess
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联合委员会提及其 2008 年临时报告中所载的涉及以下方面的建议 ： 教师评价 、 才 干和 纪律措施；优点评估；及协商和谈判。 unesdoc.unesco.org | The Joint Committee refers to the recommendations contained [...] in its 2008 interim [...] report concerning teacher assessment, competence and disciplinary measures; merit assessment; and consultation [...]and negotiation. unesdoc.unesco.org |
教师评价在一 个教育系统的作用是以一定数量的学生为样本去收集各个方面的 信息。 aaia.org.uk | Teachers’ assessment has a place in a system [...] in which a wide range of evidence is collected for small samples of pupils. aaia.org.uk |
政府还证实，教师评价制度 被视为不适宜同教师组织谈判的一个行政和管理项目。 unesdoc.unesco.org | The Government confirms [...] also that the teacher assessment system is regarded [...]as an administration and management item not [...]appropriate for negotiation with teachers' organisations. unesdoc.unesco.org |
通过模式化给教师评价提供 质量保证和时间保障。 aaia.org.uk | Provide protected time for [...] quality assurance of teachers’ assessment through moderation. aaia.org.uk |
考试对形成性评估的负面影响，是强 化 教师评价 的 主 要原因之一，因此，把二 者结合起来是非常重要的。 aaia.org.uk | Since the negative impact of tests on assessment [...] for learning is one of the main reasons for proposing greater use of teachers’ assessment it is important [...]to consider how to reconcile the two. aaia.org.uk |
公众对教育系统的信心可能会降 低，因为教师评价一直被看作是不如统 一外部考试重要，特别是对 11 岁以上的 [...] 学生。 aaia.org.uk | Public confidence in the system may [...] be low due to teachers’ assessment being perceived [...]as inferior to external tests, particularly [...]for children aged 11 and over. aaia.org.uk |
进一步审查自 2008 年临时报告以来日本的事态发展之后，关于国际劳工组织-教科文组 [...] 织实施《关于教学人员的建议书》的联合专家委员会建议政府和教师组织利用国际劳工组织 和教科文组织的咨询服务，以获得协商制度和社会对话 、 教师评价 和 优 点评估方面的良好做 法，这些良好做法有可能成为改进的榜样，与国际劳工组织和教科文组织合作，用日文编写 相互可以接受的《1966 [...]年建议书》案文谅解书。 unesdoc.unesco.org | In the further review of developments in Japan since the 2008 interim report, the CEART recommended that the Government and teachers’ organizations [...] use the advisory [...] services of the ILO and UNESCO to access good practices on systems of consultation and social dialogue, teacher evaluation and merit assessment [...]that might serve as models for [...]improvement, and cooperate with ILO and UNESCO to prepare a mutually acceptable understanding of the text of the 1966 Recommendation in Japanese. unesdoc.unesco.org |
联合委员会建议政府和教师组织利用国际劳工组织和教科文组织的咨询服务和斡旋， 以便获得以下方面的信息：协商和社会对话制度 、 教师评价 和 优 点评估以及获得可以成为榜 样的良好做法。 unesdoc.unesco.org | The Joint Committee recommends that the Government and teachers’ organizations make use of the advisory services and good offices of the ILO and UNESCO, in order to obtain information on [...] systems of consultation and [...] social dialogue, teacher evaluation and merit assessment, and access [...]good practices which might serve as a model. unesdoc.unesco.org |
联合委员会 2008 年临时报告注意到 4 月 20 日至 28 日进行 [...] 调查的联合委员会真相调查团的报告，并根据《1966 年建议书》特别就以下方面提出一些 建议：政府改善教师评价制度 的办法、优点评估、薪金确定以及同教师组织就这些事项进行 协商和谈判。 unesdoc.unesco.org | The 2008 interim report of the Joint Committee took note of the report of the Joint Committee’s fact-finding mission which took place from 20 to 28 April and made a number of recommendations in the light of the 1966 Recommendation concerning in particular the [...] Government's approach to [...] improvements in the teacher appraisal system, merit assessment and salary determination [...]and consultation [...]and negotiation with teachers' organizations on these matters. unesdoc.unesco.org |
正是因为这种提供高质量教育的敬业精神，我们的所有学生在期末调查问卷中对我 校 教师 的 评价 不 是 “优秀”就是“优良”。 englishuk.com | This commitment to providing high quality [...] teaching has resulted in all [...] students voting our teachers as either ‘Excellent’ [...]or ‘Very Good’ in our end of session questionnaires. englishuk.com |
英格兰学历和课程委员会的执行主席在讲话中提出： [...] “与其它的竞争对手相比，我们国家已经有了实施严格 的 教师评价 的 基础，我们可 以通过教师平时的，系统的收集证据去得到比目前的评价更可靠的结果”1 。 aaia.org.uk | The Chief Executive of England’s Qualifications and Curriculum Authority also claimed that ‘We are, in this country, so much closer than our competitor [...] countries to having the best possible basis for [...] rigorous teacher assessment which… is based [...]on far better evidence than at present, [...]being gathered routinely and systematically by the children’s teachers’1. aaia.org.uk |
葡萄牙的教师评价模式 可以作为样例，该模式 的方法是评价教师的教 学绩效和他们对完成学校任务的贡献，包括与学生的教学 关系。 daccess-ods.un.org | Portugal‟s teacher evaluation model, which assesses the pedagogical performance of teachers and their contribution to fulfilling the school‟s mission, including the pedagogical relationship with pupils, can serve as an example.54 In Ontario, Canada, a regulation pursuant to the Education Act requires teachers to demonstrate [...] commitment to advance pupils‟ [...]learning and achievement, as well as to their well-being and development.55 Other measures, such as prohibiting private tuitions and taking disciplinary action in case of teacher absenteeism, may also be covered under codes of conduct. daccess-ods.un.org |
以教师评价作为终结性评价并不是没有缺陷的，它有着与其它的终结性评价共 同存在的问题，特别是当其结果被用来作为外部以择优选拔为目的的手段时。 aaia.org.uk | that using teachers’ assessment for summative purposes [...] is not without its problems, some of which are shared by any procedure [...]for summative assessment, particularly when the result is used for external high stakes purposes. aaia.org.uk |
教师评价程序 得到强化，为教师和行政管 理人员通过专业认证制定了计划，他们都需要提供证书，说明他们具备在其专业 [...] 领域工作所需要的技能、知识、能力和经验。 daccess-ods.un.org | Teacher evaluation processes have been [...] enhanced and a programme has been established for the professional certification [...]of teachers and administrators, who are required to produce credentials demonstrating that they possess skills, knowledge, capacities and experience in their field of work. daccess-ods.un.org |
为了促进教育进程各方面的不断发展，该体系让 教师在评价学生 、衡量技能发展和在学生中培养人才方面发展主要作用； (c) [...] 动员社区所有相关各方参与，确保优质教育 daccess-ods.un.org | With a view to the continuous development of all [...] facets of the education process, it [...] gives the teacher a major role in evaluating students, measuring [...]skill growth and nurturing student talents daccess-ods.un.org |
需要对教师的判断有一个强有力的和持续的质量保证和控制程序，以确 保教 师终结性评价能够 对学生的学习提供有效的和可靠的评估。 aaia.org.uk | Robust and permanent procedures for quality [...] assurance and quality [...] control of teachers’ judgments are needed to ensure that their summative assessment provides valid [...]and reliable accounts of pupils’ learning. aaia.org.uk |
这些举措表明，应充分考虑到进入教师培训的招聘方法、提高初始师资培训 的质量、建立对培训和专业发展的机构和方案的认证机制，以保证一定的水准， 并与教师组织协议建立教师绩效评价 系 统。 daccess-ods.un.org | Such initiatives show that adequate consideration should be given to recruitment methods for entry into teacher training, improving the quality of initial teacher training, developing accreditation mechanisms for training and professional development institutions and programmes that [...] ensure a level of proficiency [...] and creating teacher performance evaluation systems in agreement with teachers’ organizations daccess-ods.un.org |
教师的岗前和在职培训应该发展教师 对 不同 的 评价 目 的 的理解和技能，强调 教师评估中 存在的潜在的偏见，从而帮助教师减少评估对学生造成的负面影 响。 aaia.org.uk | Both pre-service and in-service [...] professional development [...] should extend teachers’ understanding and skills of assessment for different purposes, highlight potential bias in teachers’ assessment and help teachers to minimise [...]the negative impact of assessment on pupils. aaia.org.uk |
但是也有与会者指出，“优质教育”一词有过于宽泛之嫌，使得对结果进行评估或对 成果进行评价十分 困难，需要有一个公认的界定。 unesdoc.unesco.org | A few participants, however pointed to a [...] danger that the term “quality education” tended to become too broad complicating any assessment of outcomes or measurement [...]of results, and that [...]an agreed-to definition was warranted. unesdoc.unesco.org |
优质教育的下列方面受到了重视：支持课程体系的审查 和修订，特别是根据各国的优先工作和阿拉伯世界的需求纳 入 价 值 观 教育和伦理教育；“以 学习者为中心”的教育；改进教学工作，包括能力培养 和 教师 培 训 ；提 高 教师 地 位 ；制定标 准进行评估； 制订关于优质教育的国家标准。 unesdoc.unesco.org | The following elements of quality education were highlighted: focus on assistance in curricula review and [...] revision, particularly the [...] introduction of values education and ethical approaches, in accordance with national priorities and Arab needs; “learner-centred” education; improvement of teaching including capacity-building and teacher training; improvement in the status of teachers; development of benchmarking and assessment; elaboration of [...]national standards regarding quality education. unesdoc.unesco.org |
另外， 为了避免通过一锤定音的的终结性评 价 去 评 估 教师 和 学 校所带来的负 面影响， 这里特别强调衡量学校优劣的标准不能单纯地依赖于从学生终结性评价 [...] 中得到的数据，考察学生成绩的标准应该来自方方面面所收集的证据而不是每个学 生的考试结果。 aaia.org.uk | Further, to avoid the negative consequences of using high stakes [...] summative assessment to evaluate teachers and schools it [...]is argued that systems of school [...]accountability should not rely solely on the data derived from summative assessment of pupils and that the monitoring of standards of pupils’ achievement should be derived from a wider base of evidence than test results from individual pupils. aaia.org.uk |
一名代表评论说，这项研究的目标之一 是 评价 海 关 官员培 训 教师 的 培训是否可以持 续，并表示认为，关于使用替代方式的建议，例如建议提供关于其他公约的培训，超出了 [...] 这次研究的范围。 multilateralfund.org | One representative commented that one of the aims [...] of the study had been to evaluate whether training of trainers [...]for customs officers [...]was a sustainable exercise, and suggested that the recommended use of alternative modalities, such as including training on other conventions, went beyond the scope of the study. multilateralfund.org |
这包括支持扫盲工作，其中包含推广实用扫盲，从幼年开始并持续终身的正规和 非正规教育，在学习的初始阶段推行母语教育，包括社会道德意识在内 的 价 值 观 教 育 ， 发展 对话文化，宣传和平文化，促进可持续发 展 教 育 、 教师 培 训 、技术职业教育和培训（着眼于 增加就业机会和利用教科文组织国际技术和职业教育与培训中心的优势），以及科学技术教 育。 unesdoc.unesco.org | This should include support for efforts to promote literacy, including functional literacy, formal and non-formal education, beginning with early childhood [...] and continuing on a [...] lifelong basis, education in the mother tongue in the early stages of learning, values education including social and moral awareness, the development of a culture of dialogue, a commitment to a culture of peace, education for sustainable development, teacher training, [...]technical and vocational [...]education and training (geared towards enhancing employability and drawing on the expertise of UNEVOC) as well as science and technology education. unesdoc.unesco.org |
Musial女士获得了克拉科夫音乐学院的硕士学位，得到了高 度 评价 ， 而 且 师 承 St efan Wojtas教授； 获得了温哥华音乐学院的艺术家文凭，师承Lee Kum-Sing教授；还获得了蒙特利尔康考迪亚大学的高级音乐表演研究文凭，师承Anna [...] Szpilberg 和 Philip [...] Cohen 教授，而且 Philip Cohen 教授至今仍是她的指导员和长期的表演辅导员。 pianist.pl | Ms. Musial holds a [...] Masters degree with high honours from the Academy of Music in Cracow under Professor Stefan Wojtas, [...]as well as an Artist [...]Diploma from the Vancouver Academy of Music under Professor Lee Kum-Sing and a Diploma in Advanced Music Performance Studies from Montreal's Concordia University under Professor Anna Szpilberg and Philip Cohen who remains as her mentor and long term performance coach. pianist.pl |
4 个一般临时人员职位中的 2 个，即 1 个 P-4 和 1 个 P-3 培训干事，以及 1 个 P-4 续设员额，目前由支助账户供资，负责设计、提供、升级、统一 和 评价 目前三个贯穿各领域的领导方案： 高级特派团领导方案为期 2 个星期的课程， 每年由一个会员国主办两次，每次有来自会员国、秘书处以及联合国机构、方案 和基金的 26 名候选人参加；高级领导方案是特派团所有 D-2 及以上级别的人员 必须参加的概况介绍课程，每年在纽约举行两次；高级行政管理和资源培训方案 为两组 40 名候选人提供的持续一年的强化方案，包含远 程 教 学 和 为期三个星期 的讲习班。 daccess-ods.un.org | Two of the 4 general temporary assistance positions, 1 P-4 and 1 P-3 Training Officers, and 1 P-4 continuing post, currently funded from the support [...] account, design, deliver, upgrade, harmonize and evaluate three ongoing cross-cutting leadership programmes: the senior mission leaders’ programme, a two-week course, conducted twice annually at a host Member State, for 26 candidates from Member States, the Secretariat, the United Nations agencies, programmes and funds); the senior leaders’ programme, a compulsory orientation course for all mission personnel at the D-2 level and above, conducted twice annually in New York; and SMART, an intensive year-long programme involving distance learning and three week-long workshops for two groups of 40 candidates. [...] daccess-ods.un.org |
其重点将是监测和评价方法 （例如为在不同 的 教 育 类别、级别和环境中实施可持 续发展教育而采取的方式、重点以及教学风格）以及学习（例如那些接受可持续发展教育的 人以及那些资助或帮助提供学习机会的人学到了什么）。 unesdoc.unesco.org | It will focus [...] on monitoring and evaluating the processes (e.g. approaches, focus, and teaching and learning [...]styles adopted to implement [...]ESD in different types, levels and settings of education) and learning (e.g. what has been learned by those receiving ESD as well as by those funding or facilitating learning opportunities). unesdoc.unesco.org |
联合委员会认真考虑了积极从事解决教师问题的政府间和 [...] 国际教师组织以及非政府组织的观点，这些教师问题包括：教师工资和工作条件的相对（而 非整体性的）降低; 经济危机对教育和教师的影响； 许多地区和国家继续存在师资短缺的问 题；教师的迁移与流动性；教师遭受的暴力；更多和更好 的 教师评 估 与 职业发展的必要性； 高等教育工作人员的地位变化。 unesdoc.unesco.org | The Joint Committee carefully considered the perspectives of intergovernmental and international teachers’ and non-governmental organizations active on teachers’ issues, including issues of: relative, though not universal, decline in teacher salaries and conditions of work; the effects of the economic crisis on education and teachers; continued teacher [...] shortages in many regions [...] and countries; teacher migration and mobility; violence affecting teachers; the need for more and better teacher appraisal and professional [...]development; and [...]changes in the status of higher education personnel. unesdoc.unesco.org |
关于分发和传播从以前执行经验中总结 的 教 训 的活动，提议的数据库和提议的 通讯都需要更多关于目标对象的信息；数据库和通讯被认为是分发和传播总结的经验的综 合战略的一部分，请高级监测和评价 干 事就如何把这些活动作为这一战略的一部分提供更 多信息。 multilateralfund.org | With respect to activities for the [...] dissemination and [...] communication of the lessons learned from previous implementation experiences, more information was needed on the target audience for the proposed database and the proposed newsletter, both of which had been seen as part of an overall strategy for the dissemination and communication of lessons learned, and the Senior Monitoring and Evaluation Officer was asked [...]to provide more information [...]on how those activities would be part of such a strategy. multilateralfund.org |
(d) 就医疗行政问题提供咨询，包括病假的医疗方面问题 ； 评价 和 批准世界 各地工作人员的病假；向联合国合办工作人员养恤基金、索偿事项咨询委员会、 外勤预算和财务司(就部队的索偿问题)和国际公务员制度委员会(就工作地点艰 苦条件分类的医疗方面问题)提供医务咨询；就残疾子女的特别扶养津贴和残疾 子女的特别教育补 助金向行政部门提供咨询；以及就全系统的保健相关政策提供 咨询(行政指示、情况通报等)。 daccess-ods.un.org | (d) To advise on medico-administrative issues, [...] including medical aspects [...] of sick leave, the evaluation and certification of sick leave for staff worldwide, the provision of medical advice to the United Nations Joint Staff Pension Fund, the Advisory Board on Compensation Claims, the Field Budget and Finance Division (on compensation claims of troops) and the International Civil Service Commission (regarding medical aspects of hardship classifications of duty stations), advising the Administration on special dependency allowances for disabled children and special education grants for children [...]with disabilities, [...]and advising on health-related policies system-wide (in administrative instructions, information circulars, etc.). daccess-ods.un.org |
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