The assessment of quality in higher education from the perspective of students has three dimensions:students’assessment of teaching,students’satisfaction and students’learning engagement.These differ in conceptions...The assessment of quality in higher education from the perspective of students has three dimensions:students’assessment of teaching,students’satisfaction and students’learning engagement.These differ in conceptions of quality,evaluation methods,evaluation content,evaluation purposes,traits and priorities.The authors conducted three rounds of empirical investigations to study higher education quality assessment from students’perspective and concluded that students play multiple roles in higher education evaluation and assessment,all of which can be improved by strengthening students’objectivity and participation,evaluating the added value of a college education oriented to student development and taking the students’perspective as an important way to contribute to higher education quality enhancement,assurance and control,and make proper use of higher education evaluations and assessments.展开更多
Purpose:This article intended to introduce the recent Chinese compulsory education quality assessme nt.Design/Approach/Methods:The article summarized educatio n policy documents releva nt to the recent Chinese compuls...Purpose:This article intended to introduce the recent Chinese compulsory education quality assessme nt.Design/Approach/Methods:The article summarized educatio n policy documents releva nt to the recent Chinese compulsory education quality assessment,especially from the three reports:The Chinese Compulsory Education Quality Monitoring Report,The Chinese Compulsory Education Quality Monitoring Report on Mathematical Learning,and The Chinese Compulsory Education Quality Monitoring Report on Physical Education and Health.Findings:The article examined the development of Chinese education quality assessment in the con text of the n ation*s pursuit of holistic educatio n.It first reviewed a brief history of the education quality monitoring work in China that bore the fruits of a few recent reports.Second,findings and the framework of the assessme nt are dem on strated.Fin ally,I discuss the significanee,limitations,and special issues of the assessment.Originality/Value:The article is among the earliest to present findings of the recent quality assessment in Chinese compulsory education in English critically.展开更多
基金The 13th Five-Year Plan Project of Tianjin Educational Science,Constructing Higher Education Quality Assessment System from the Perspective of Students(No HEYP5018).
文摘The assessment of quality in higher education from the perspective of students has three dimensions:students’assessment of teaching,students’satisfaction and students’learning engagement.These differ in conceptions of quality,evaluation methods,evaluation content,evaluation purposes,traits and priorities.The authors conducted three rounds of empirical investigations to study higher education quality assessment from students’perspective and concluded that students play multiple roles in higher education evaluation and assessment,all of which can be improved by strengthening students’objectivity and participation,evaluating the added value of a college education oriented to student development and taking the students’perspective as an important way to contribute to higher education quality enhancement,assurance and control,and make proper use of higher education evaluations and assessments.
文摘Purpose:This article intended to introduce the recent Chinese compulsory education quality assessme nt.Design/Approach/Methods:The article summarized educatio n policy documents releva nt to the recent Chinese compulsory education quality assessment,especially from the three reports:The Chinese Compulsory Education Quality Monitoring Report,The Chinese Compulsory Education Quality Monitoring Report on Mathematical Learning,and The Chinese Compulsory Education Quality Monitoring Report on Physical Education and Health.Findings:The article examined the development of Chinese education quality assessment in the con text of the n ation*s pursuit of holistic educatio n.It first reviewed a brief history of the education quality monitoring work in China that bore the fruits of a few recent reports.Second,findings and the framework of the assessme nt are dem on strated.Fin ally,I discuss the significanee,limitations,and special issues of the assessment.Originality/Value:The article is among the earliest to present findings of the recent quality assessment in Chinese compulsory education in English critically.
