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.
Úloha vyučování
Samotné hodnocení je také součástí pedagogické činnosti. Při této činnosti si studenti zlepší své znalosti a dovednosti, stejně jako svou inteligenci a morálku.
Metoda hodnocení výuky: testování, odpovídání, pozorování a dotazování, kontrola domácích úkolů, přednášky a hodnocení atd.
Požadavky
1. Ujasněte si účel a předmět vícenásobného hodnocení, abyste vyřešili problém se směrovostí hodnocení.
2.Clarifythecontentofeachevaluationandthespecificobjectivesoftheevaluation.
3. Vyjasněte si podmínky pro hodnocení.
4.Proveďte objektivní a vědecký úsudek o datech hodnocení.
Klasifikace výuky
(1)Podle různých úrovní hodnocení ve výukových činnostech lze hodnocení výuky rozdělit do tří typů: diagnostické hodnocení, formativní hodnocení a sumativní hodnocení.
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.
Děleno podle norem uvedených v hodnocení: (1)Cílové referenční hodnocení(2)Normálníreferenční hodnocení.
(2)Accordingtothedifferentmethodsandstandardsusedintheevaluation,itcanbedividedinto:relativeevaluationandabsoluteevaluation.
Relativeevaluation
Therelativeevaluationmethodselectsoneorseveralobjectsfromthesetofevaluationobjectsasthebenchmark,comparestherestwiththebenchmark,ranksandcomparestheprosandconsEvaluationmethod.Therelativeevaluationmethodisconvenientforstudentstojudgetheirpositioninmutualcomparison,andstimulatethesenseofcompetition.
Absoluteevaluation
Theabsoluteevaluationmethodistodetermineanobjectivestandardoutsidethesetofevaluatedobjects,andcomparetheevaluatedobjectwiththisobjectivestandardtodeterminethedegreeofachievementEvaluationmethod.
Absoluteevaluationsetsobjectivestandardsotherthantheevaluationobject,andexamineswhethertheteachinggoalsareachieved.Itcanencouragestudentstohaveatargetedandactivelearning,andfindgapsintimebasedontheevaluationresults,andadjustthemselves,whichhasobviouseducationalsignificance.
Trend vývoje
V prvé řadě je v předmětu hodnocení kladen větší důraz na sebehodnocení studentů.
Secondly,intheevaluationfunction,moreattentionispaidtotheeducationalfunctionofevaluation.
Again,intermsofevaluationtypes,moreemphasisisplacedontheimplementationofformativeevaluation.
Nakonec se používají metody mezihodnocení, více metod relativního hodnocení.
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.
Konkurenční funkce
Ačkoli hodnocení výuky nevyžaduje hodnocení, analogie výsledků je objektivní. Například prostřednictvím hodnocení studijních úspěchů studentů může způsobit horizontální srovnání mezi učiteli, studenty, třídami, jednotlivými stupni, jednotlivými stupni a disciplínami, tedy a disciplínách. Mezera, uvědomte si jejich relativní postavení v celkovém, objektivně může hrát konkurenční roli.