实用取向的评估:大学教学改进的另一种思路--来自加州大学伯克利分校“研究生评估项目(GSAF)”的经验

Utilization Focused Evaluation:Another Approach for University Teaching Improvement——An Experience from the GSAF Program of University of California, Berkeley

加州大学伯克利分校的研究生评估项目以"教师主动申请、学生自愿参与"为原则,通过培养研究生评估员,协助院系教师完成课程和教学评估,有效提升了教学质量,提高了教师参与教学改进的积极性,获得了良好反响。追溯项目成功的原因,乃是由于其应用了实用取向的评估理念。该理念强调以"有意图使用者的有意用途"为目标,灵活应对不同情境中的评估问题,最终在"有意图使用者"的主动建构和评估者的积极回应下完成评估。这一实践经验和理论资源为我国的教学评估提供了有益思路:可以将"具体问题"引入评估视野;可以将"评估对象"视为"评估主体";可以发挥评估的多重效应。

The GSAF （Graduate Student Assessment Fellows） Program of University of California, Berkeley is an evaluating program which is based on the principle of ＂active application of teachers and voluntary participation of students＇. It has improved the teaching quality and promoted the activity of teaching improvement of teachers by the means of training the graduate students to facilitate teachers to evaluate their teaching practice. The reason why it gains the good reception is that it puts the idea of utilization focused evaluation into practice. The utilization focused evaluation views the intended users＂ intended use as the evaluation target, which means that the evaluators should deal with different situation flexibly and complete the process through the construction of intended users and their reaction. The practice of GSAF Program and theory of utilization focused evaluation provide another approach for the university teaching improvement--we could let the specific problem into the evaluation vision, treat the evaluation objective as the subjective, and develop the multiple effect of the evaluation.