Recently, China discussed value-added evaluation(VAM), result evaluation, process evaluation and comprehensive evaluation in the same position. Which not only clarified the direction of education reform in the new era, but also indicated that exploring value-added evaluation has become an important part of the national education strategy. Therefore, the exploration of value-added evaluation has academic value and meets the needs of The Times. This paper analyzes the policy background and existing controversies of the application of value-added method in the evaluation of primary and secondary school teachers in the United States.
Finding a key problem facing the ongoing reform of the evaluation of primary and secondary school teachers in the United States is the evaluation method. In this regard, states in the United States are trying to provide value-added evaluation(VAM) data to teachers as a means to support teacher professional development and improvement, and turn the evaluation system to formative evaluation. The purpose of this paper is to make domestic scholars understand the latest progress of teacher value-added evaluation in American education research andpractice, so as to provide some enlightenment for China.