Abstract
Trust is a key influential factor on whether evaluations can be carried out meaningfully. This study proposes three dimensions of trust-based evaluation – trust of goodwill, trust of competence and trust of justice. It takes the experience of a school’s teacher professional development evaluation as an example, which shares the practical ideas and strategies of professional development evaluation trending towards trust-based. This study proposes that the teacher professional development evaluation trending towards trust-based is an opportunity to motivate teachers to manage communities. This is an evaluation learning journey for teacher life development, a turning point for helping teachers live better in their teaching lives via community assistance, as well as a major motivator believing that trust-based evaluations can be deeply rooted in people’s minds and making people willing to improve situations via evaluations.