高校课堂教学评价现状与需求调查——基于浙江省N大学的报告

An Investigation on the Current College Class Teaching Assessment

运用问卷调查法,对浙江省N大学1076名学生和368名教师进行课堂教学评价现状与需求的调查,结果发现:师生在评价目的、评价内容、评价方式和评价结果处理方面的现实感受与理想状态存在较大差距,学生评教危机四伏,岗位和学科影响教师对课堂教学评价的各种判断。与此相应,建议学校构建包涵"为了改进、多元主体、分类评价、全程参与和基于证据"元素的课堂教学评价体系;针对不同学科或专业和年级研制相应的学评教工具,加强过程监控,科学处理和及时反馈二次学评教结果;还专业的教学评价权给教师,并为教师的教学评价提供专业和技术支持。

This study questionnaired 1076 college students and 368 teachers selected from N universities in Zhejiang Province to survey to current class instruction assessment and challenges involved. The results indicated that differences significantly exist in assessment objectives, contents, modes, and application; students are faced with challenges in assessment; and teachers＇ posts and disciplines exert certain effects upon their judgment of assessment. It, thus, proposed that a proper assessment system must be streamlined from the perspectives of pluralistic subjectivities, assorted evaluation, formative and evidence-based supervision to design discipline- and grade-oriented assessing tools and promptly feedback the assessment results. Besides, professional assessment rights must be returned to teachers, and special and technical support must be provided for instructional assessment.