The present study aims to develop a web-based model for English teacher evaluation, which purports to encourage a teacher to get actively involved in his or her own professional development through critical reflection upon teaching. The evaluation model using portfolio is based on the assumption that the teacher should play a key role in the evaluation process in order to bring about change in teaching. Another theoretical premise of the model is that data on teaching should be gathered from multiple sources such as observation, student performance and self-appraisal. The web-based model encourages stakeholders, e.g., administrators, headteachers, parents, to take part in the evaluation process. The model reflects the findings of a questionnaire survey on teachers’ perceptions on teacher evaluation and their needs. It is suggested that a number of factors related to administration, technology and content should be considered for the effective application of the model. Some suggestions are also made concerning evaluator training, time constraints, institutional support, and further research.

The purpose of this study is to examine the relationship between MI and web-based learning in elementary school English education. For this purpose, this paper first examined MI and instructional models of web-based learning, which was based on constructivism. In order to verify the effects of this experiment, we proposed a web-based English learning and teaching model and applied it to the 5th grade students in an elementary school. After the experiment, we analyzed the effects that MI affects students' English achievement. The results of the study were as followings. First, students' intrapersonal intelligence, linguistic intelligence, musical intelligence, and spatial intelligence had a positive effect to their English achievement. Second, bodily-kinesthetic intelligence, logical-mathematical intelligence, and interpersonal intelligence did not have a positive effect on their English achievement. This study indicates that all kinds of multiple intelligences should be thoroughly considered when we design and practice web-based English learning and teaching models.