Research on the Construction of Teacher-Student Collaborative Development Primary and Secondary School Teacher Evaluation System Based on International Comparison

By comparing the institutional characteristics and practical differences of the evaluation system of primary and secondary school teachers in Britain, the United States, Japan, Russia and China, this paper reveals the typical characteristics of each country in the aspects of evaluation orientation, subject participation and result application. The findings are as follows: the United Kingdom and the United States emphasize the value-added effect of evaluation, Japan attaches great importance to the construction of teacher community, Russia maintains the characteristics of administrative leadership, and China presents the characteristics of the transformation of traditional assessment and professional development. Based on this, the research proposes a new evaluation system with teacher-student collaborative development as the core. By reconstructing evaluation objectives, optimizing implementation paths and establishing feedback mechanisms, the two-way coupling of teacher professional growth and student development needs can be realized. This system emphasizes the principal position of teachers and establishes a cycle mechanism of “diagnosing-improving-value-added” to provide theoretical reference for the reform of global teacher evaluation.