Definition
Teachingevaluationisbasedonteachinggoals,inaccordancewithscientificstandards,usingalleffectivetechnicalmeanstomeasuretheteachingprocessandresults,andtogivevaluejudgments.Teachingevaluation:Itisthemeasurement,analysisandevaluationofthequalityofteachingwork.Itincludes:evaluationofstudents'academicperformance,evaluationofteachers'teachingqualityandcourseevaluation.
Function
Diagnosisfunction
Evaluationofteachingeffectcanunderstandallaspectsofteachingandjudgeitsqualityandlevel,effectivenessanddefects.Acomprehensiveandobjectiveevaluationworkcannotonlyestimatetheextenttowhichstudents’performancehasachievedtheteachinggoals,butalsoexplainthereasonsforpoorperformanceandfindoutthemainreasons.Itcanbeseenthatteachingevaluationislikeaphysicalexamination,whichisarigorousscientificdiagnosisofteaching.
Motivationeffect
Evaluationhasasupervisingandstrengtheningeffectonteachersandstudents.Theevaluationreflectstheteacher'steachingeffectandthestudent'sacademicperformance.Experienceandresearchhaveshownthat,withinacertainlimit,frequentteststorecordscoreshaveagreatstimulatingeffectonstudents'learningmotivationandcaneffectivelypromoteclassroomlearning.
Moderationeffect
Theinformationsentbytheevaluationcanmaketeachersandstudentsknowtheirownteachingandlearningsituation.TeachersandstudentscanrevisetheplanaccordingtothefeedbackinformationandadjusttheteachingbehaviortobeeffectiveToachievethespecifiedgoals,thisisthemoderatingroleplayedbyevaluation.
Ролята на преподаването
Самата оценка също е вид преподавателска дейност. В тази дейност учениците ще подобрят знанията и уменията си, както и своята интелигентност и морал.
Методи на оценяване на преподаването: тестване, отговаряне, наблюдение и въпроси, проверка на домашната работа, лекции и оценяване и др.
Изисквания
1. Изяснете целта и обекта на множество оценявания, за да решите проблема с насочеността на оценяването.
2.Clarifythecontentofeachevaluationandthespecificobjectivesoftheevaluation.
3. Изяснете условията за оценка.
4. Правете обективни и научни преценки на данните от оценката.
Класификация на преподаването
(1)Според различните аспекти на оценяването в учебните дейности, оценяването на преподаването може да бъде разделено на три типа: диагностично оценяване, формиращо оценяване и обобщаващо оценяване.
Diagnosticevaluation
Diagnosticevaluationreferstotheappraisalofthelearningreadinessoftheevaluationobjectbeforethestartoftheteachingactivity,soastotakecorrespondingmeasurestomaketheteachingplansmoothandeffectiveAndthemeasurementevaluationiscarriedout.Theimplementationtimeofdiagnosticevaluationisgenerallywhenneededduringthecourse,semester,beginningoftheschoolyearorduringtheteachingprocess.Therearetwomainfunctions:oneistodeterminethestudent'sdegreeofpreparationforstudy.Second,appropriateplacementofstudents.
Formativeevaluation
Formativeevaluationistheevaluationofstudents’learningoutcomesinordertoadjustandimproveteachingactivitiesandensuretherealizationofteachinggoalsduringtheteachingprocess.Themainpurposeofformativeevaluationistoimproveandperfecttheteachingprocess.Thestepsare:
①Determinethegoalandcontentofformativelearningunit,andanalyzethekeypointsandthehierarchicalrelationshipofthekeypoints.
②Implementformativetesting.Thetestincludesallthekeypointsofthetestedunit.Afterthetest,theteachershouldanalyzetheresultsintime,andworkwiththestudentstoimproveandconsolidatetheteaching.
③Implementparalleltesting.Itspurposeistoreviewandconsolidatetheknowledgelearnedbystudents,toensuremasteryandtolaythefoundationforlaterlearning.
Summativeevaluation
Summaryevaluationisbasedonthepre-setteachinggoals,andevaluatesthedegreetowhichtheevaluationobjectachievesthegoal,thatis,theteachingeffect.Summativeevaluationfocusesoninvestigatingtheoveralldegreeofstudents'masteryofacertainsubject.Thegeneralizationlevelishigh,andthetestcontentiswide.Itisoftenconductedinthemiddleortheendofthesemester,andthenumberoftimesissmall.
Разделени според стандартите, посочени в оценката: (1) Целева референтна оценка (2) Нормална референтна оценка.
(2)Accordingtothedifferentmethodsandstandardsusedintheevaluation,itcanbedividedinto:relativeevaluationandabsoluteevaluation.
Relativeevaluation
Therelativeevaluationmethodselectsoneorseveralobjectsfromthesetofevaluationobjectsasthebenchmark,comparestherestwiththebenchmark,ranksandcomparestheprosandconsEvaluationmethod.Therelativeevaluationmethodisconvenientforstudentstojudgetheirpositioninmutualcomparison,andstimulatethesenseofcompetition.
Absoluteevaluation
Theabsoluteevaluationmethodistodetermineanobjectivestandardoutsidethesetofevaluatedobjects,andcomparetheevaluatedobjectwiththisobjectivestandardtodeterminethedegreeofachievementEvaluationmethod.
Absoluteevaluationsetsobjectivestandardsotherthantheevaluationobject,andexamineswhethertheteachinggoalsareachieved.Itcanencouragestudentstohaveatargetedandactivelearning,andfindgapsintimebasedontheevaluationresults,andadjustthemselves,whichhasobviouseducationalsignificance.
Тенденция на развитие
На първо място, в предмета за оценяване, се набляга повече на самооценката на учениците.
Secondly,intheevaluationfunction,moreattentionispaidtotheeducationalfunctionofevaluation.
Again,intermsofevaluationtypes,moreemphasisisplacedontheimplementationofformativeevaluation.
Накрая, между методите за оценка се използват повече методи за относителна оценка.
Principles
Theprincipleofobjectivity
Theprincipleofobjectivityreferstotheattitudefromthemeasurementstandardsandmethodstotheevaluator’sattitudewhenevaluatingteaching,Especiallythefinalevaluationresults,shouldconformtoobjectivereality,andcannotbesubjectivelyjudgedorinvolvedinpersonalemotions.Becausethepurposeofteachingevaluationistogiveobjectivevaluejudgmentstostudents'learningandteachers'teaching,ifthereisalackofobjectivity,itwillloseitsmeaning,thusleadingtoerrorsinteachingdecisions.
Theprincipleofintegrity
Theprincipleofintegritymeansthatwhenevaluatingteaching,itisnecessarytomakeamulti-angleandomni-directionalevaluationofallaspectsoftheteachingactivity,insteadofusingpointsasasubstituteAllaspectsaregeneralized.Duetothecomplexityoftheteachingsystemandthediversificationofteachingtasks,thequalityofteachingisoftenreflectedfromdifferentsides,whichismanifestedasacomplexcomposedofmultiplefactors.Therefore,inordertoreflecttherealteachingeffect,qualitativeevaluationandquantitativeevaluationmustbeintegratedandcross-referencedtomakeacomprehensiveandaccuratejudgmentoftheactualeffectoftheevaluationobject.Contradictionistheleadingfactorindeterminingthequalityofteaching.
Guidingprinciples
Guidingprinciplesrefertothefactthatwhenevaluatingteaching,youshouldnotdiscussfacts,butshouldcombineevaluationandguidance,andcarefullyanalyzetheresultsoftheevaluation.Findoutthecauseandeffectrelationshipfromdifferentangles,confirmthecause,andthroughtimely,specificandenlighteninginformationfeedback,maketheevaluableclearthedirectionoffutureefforts.
Theprincipleofscientificity
Thisprinciplereferstotheunityofteachingandlearningfromtheperspectiveoftheunityofteachingandlearningwhenevaluatingteaching,basedontheteachinggoalsystem,todetermineareasonableunityEvaluationstandardsarecarefullyprepared,pre-tested,andrevisedevaluationtools;onthisbasis,advancedmeasurementmethodsandstatisticalmethodsareused,andvariousdataobtainedarestrictlyprocessedinaccordancewithscientificevaluationproceduresandmethods,ratherthanrelyingonexperienceMakesubjectivejudgmentswithintuition.
Developmentalprinciples
Teachingevaluationisameanstoencourageteachersandstudentsandpromoteteaching.Therefore,teachingevaluationshouldfocusonstudents’learningprogressanddynamicdevelopment,andfocusonteachers’teachingimprovementandAbilityimprovementtomobilizetheenthusiasmofteachersandstudentsandimprovethequalityofteaching.
Function
Orientationfunction
Accordingtotheeducationpolicy,theschooltrainingobjectivesspecifiedinthecurriculumplan,theteachingobjectives,tasks,andcontentspecifiedinthesyllabusofeachsubjectareThebasicbasisofteachingevaluation,theyarerealizedthroughthespecificactivitiesofteachers'teachingandstudents'learning.Intheevaluationprocess,theactivitiesofteachersandstudentsarebrokendownintoseveralparts,andevaluationstandardsaredeveloped.Accordingtothesestandards,determinewhethertheactivitiesofteachersandstudentsdeviatefromthecorrectteachingtrack,deviatefromtheeducationalpolicyandteachingobjectives,andwhethertheobjectivesandtasksspecifiedinthesyllabusofeachsubjecthavebeenfullycompleted,soastoensurethattheteachingalwaysdevelopsinthecorrectdirection.Teachingevaluationisconducivetocorrectingtheguidingideologyofteachingandthedirectionofrunningschoolsatalllevelsandtypesofschools.
Identificationandselectionfunction
Teachingevaluationcanunderstandtheeffectivenessandlevelofteachers'teaching,strengths,weaknesses,contradictionsandproblemsinordertoinspectandidentifyteachers.Thishelpsschoolsandeducationaladministrativeleadersdecideontheappointmentandpromotionofteachers,andhelpstoarrangeteachers'furthereducationandimprovementonthebasisofunderstandingthestatusofteachers.Teachingevaluationcandistinguishthedegreeofstudents'knowledgemasteryandabilitydevelopment,soastoclassifythegrades,provideabasisforpromotionandrepeat,selectcourses,guidetheprofessionalorientation,andprovidereferencesfortheselection,allocation,anduseoftalents.Atthesametime,itisalsothebasisforreportingandexplainingstudents'learningconditionstoparents,society,andrelevantdepartments.
Feedbackfunction
Throughteachingevaluation,teachersandstudentscanknowtheresultsoftheteachingprocessandprovidetimelyfeedbackinformation.Feedbackinformationhasanimportantregulatoryroleinteaching.Informationengineeringshowsthatonlythroughfeedbackinformationtoregulatebehavior,itispossibletoachieveacertaingoal.Thefeedbackinformationobtainedbyteacherscanadjusttheirteachingworkinatimelymanner,enableteacherstounderstandtheirownteachingmethodsandcertaindeficienciesintheorganizationoftheteachingprocess,anddiagnosetheproblemsanddifficultiesofstudentsinlearning;itcanmaketeachersclearTheteachinggoalandthedegreeofrealization,itisclearwhethertheformsandmethodsadoptedintheteachingactivitiesareconducivetotherealizationoftheteachinggoals,soastoprovideabasisforimprovingteaching.Studentsgetfeedback,candeepentheirunderstandingoftheircurrentlearningsituation,determinethelearninggoalsthatsuitthem,andadjusttheirlearning.Inaddition,itcanalsoplayaroleinstimulatingstudents'learningmotivation.Researchhasshownthatregulartestsforstudentstorecordtheirscoresandappropriateassessmentscaneffectivelystimulateandmobilizestudents’interestinlearningandpromoteclassroomlearning.
Consultationanddecision-makingfunction
Scientificteachingevaluationisthebasisofteachingworkdecision-making.Onlybyhavingacomprehensiveandaccurateunderstandingofteachingcancorrectdecisionsbemade.Forexample,in1981,theU.S.DepartmentofEducationorganizedaneducationevaluationactivitythatlasted18months.Aftertheevaluationofteaching,itisclearlypointedoutthatbecausetheschoolcurriculumisflatandthestudentsstudytimeisshort,themeasurestoencouragestudentstolearnarereduced,thequalityofteachinghasdeclined,andmoreandmoremediocritieshavebeencultivated.ThisevaluationresultofteachingworkhasarousedastrongresponseintheUnitedStates.50stateshavemadedecisionsonschoolteachingandadoptedthefollowingmeasures:improvingteachingrequirements,extendingstudentlearningtime,reformingcurriculumsettings,teachingcontentandmethods,andTrainteachersinaplannedwayandimprovetheirlevel.Thepracticeofteachingdecision-makingshowsthatanyscientificteachingdecision-makingisbasedontheconvincingevaluationresultsprovidedbytheteachingevaluation.
Strengthenfunctions
Teachingevaluationcanmobilizeteachers’enthusiasmforteachingwork,arousestudents’internalmotivationsforlearning,andmaintainamoderatetensionbetweenteachersandstudentsintheteachingprocess,whichcanmaketeachersandstudentsFocusoncertainimportantpartsoftheteachingtask.Experimentshaveprovedthattimelyandobjectiveevaluationofteachers'teachingworkcanenableteacherstoclarifytheachievementsinteachingandthedirectionthatneedstobeworkedhard,andcanencourageteacherstofurtherstudyteachingcontentandteachingmethodstoimprovetheirteachinglevel.Forstudents,teachers’praise,encouragement,andacademicperformancetestscanimprovelearningenthusiasmandlearningeffect.Atthesametime,evaluationcanpromotestudentstolearntoindependentlyevaluatetheirownlearningresultsbasedonexternalexperience,thatis,self-evaluation.Self-evaluationhelpsimprovestudentperformance.
Конкурентна функция
Въпреки че оценяването на преподаването не изисква класиране, аналогията на резултатите е обективна. Например, чрез оценяване на учебните постижения на учениците, това може да доведе до хоризонтални сравнения между учители, ученици, класове и дисциплини, така че да се разберат предимствата и недостатъците на учителите, ученици, класове и дисциплини. Пропастта, признават относителната си позиция в общото, обективно могат да играят конкурентна роля.