澳大利亚高等教育教学评价体系重构实践研究——以学习与教学质量指标系统为例

The Reconstruction of Teaching Evaluation System in Australian Higher Education:Based on the Case of QILT System

澳大利亚于21世纪初为破质量危机困境,举国家之力重构其高等教育教学评价系统。通过顶层设计,解构教育质量的分段标准、学生成长的阶段特征,打破评价的机构壁垒、整合重复性调查,以发展的评价观,最终建构成了一套覆盖学生从入学、求学、毕业到初期职业发展的常态化评价系统。为保障其质量,澳大利亚在整合的过程中,确保参与主体的代表性、广泛性、权威性和专业性;建立集中民主制,保障论证和试验的过程充分融合不同主体的意见和建议,寻找改革矛盾中的最大公约数和顺利推进改革。澳大利亚的经验对于构建一套具有中国特色的常态化教学质量调查系统具有积极的借鉴意义。

In response to its domestic higher education quality crisis at the beginning of the 21st century,Australia made national efforts to reconstruct its higher education teaching evaluation system. Through top-level design, Australia deconstructed the segmental standards of education quality and the characteristics of students’ growth stages, broke the institutional barriers of evaluation, integrated repetitive surveys, and adopted a developmental view of evaluation, and finally built an annual evaluation system that covers students’ growth path from enrollment, studying, graduation to early career development. In order to guarantee the system’s quality,Australia ensured the representativeness, variety, authority and professionalism of the participating subjects in the process of reconstruction. Australia also established a centralized democratic system to ensure the reconstruction process fully integrate the opinions and suggestions of different subjects, and find the maximum convention in the reform contradictions, which also ensures efficiency in decision making to promote the smooth implementation of the reform. The Australian experience has positive implications for establishing regular teaching quality evaluation system with in China.