我国目前高校本科教学评估指标的不足及其改进设想

The Shortcomings of the College Teaching Appraisal Indexes in Nowaday's China and some Suggestions

目前我国本科教学评估引发了一系列争论,争论的根源在于各项指标设计的不合理。我国高校本科教学评估指标主要包括七个一级指标和19个二级指标,同时还有一个"特色"指标。以指标设计的SMART原则来考量,这些指标的S性、M性、R性和T性均显欠缺。我们可以通过增强指标的明确具体性,使得指标具有可测量性,使指标体现结果导向,为指标设置时限的办法来解决这些问题。

In nowaday＇s China, the assessment on the colleges and universities＇ teaching quality has caused a series of arguments, the root of which is that the assessing indexes are designed improperly. The assessing indexes used in China include 7 first-level indexes and 19 second-level indexes, and under each second-level index, the ＂observing points＂ are arranged. Judged by the SMART principle, the S-nature, S-nature, R-nature and T-nature of the indexes are all inadequate. In order to solve the problem, we could strengthen the specification, measurability, result-orientation and time-line. By these means, we can improve the assessing＇work considerably.