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Opetusarviointi



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.

Opetuksen rooli

Arviointi itsessään on myös opetustoimintaa. Tässä toiminnassa opiskelijat parantavat tietojaan ja taitojaan sekä älykkyyttään ja moraaliaan.

Opetusarviointimenetelmät: testaus, vastaaminen, havainnointi ja kyseenalaistaminen, kotitehtävien tarkastus, luennot ja arvostus jne.

Vaatimukset

1. Selvitä useiden arvioiden tarkoitus ja kohde, jotta voit ratkaista arvioinnin suuntaavuuden ongelman.

2.Clarifythecontentofeachevaluationandthespecificobjectivesoftheevaluation.

3. Selvitä arvioinnin ehdot.

4.Tee objektiivisia ja tieteellisiä arvioita arviointitiedoista.

Opetusluokitus

(1)Opetustoiminnan eri arviointiperusteiden mukaan opetuksen arviointi voidaan jakaa kolmeen tyyppiin: diagnostinen arviointi, muotoileva arviointi ja summatiivinen arviointi.

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.

Jaettuarvioinnissa mainittujen standardien mukaan:(1)Targetreferenceevaluation(2)Normreferenceevaluation.

(2)Accordingtothedifferentmethodsandstandardsusedintheevaluation,itcanbedividedinto:relativeevaluationandabsoluteevaluation.

Relativeevaluation

Therelativeevaluationmethodselectsoneorseveralobjectsfromthesetofevaluationobjectsasthebenchmark,comparestherestwiththebenchmark,ranksandcomparestheprosandconsEvaluationmethod.Therelativeevaluationmethodisconvenientforstudentstojudgetheirpositioninmutualcomparison,andstimulatethesenseofcompetition.

Absoluteevaluation

Theabsoluteevaluationmethodistodetermineanobjectivestandardoutsidethesetofevaluatedobjects,andcomparetheevaluatedobjectwiththisobjectivestandardtodeterminethedegreeofachievementEvaluationmethod.

Absoluteevaluationsetsobjectivestandardsotherthantheevaluationobject,andexamineswhethertheteachinggoalsareachieved.Itcanencouragestudentstohaveatargetedandactivelearning,andfindgapsintimebasedontheevaluationresults,andadjustthemselves,whichhasobviouseducationalsignificance.

Kehitystrendi

Ensinnäkin arviointiaiheessa painotetaan enemmän opiskelijoiden itsensä arviointia.

Secondly,intheevaluationfunction,moreattentionispaidtotheeducationalfunctionofevaluation.

Again,intermsofevaluationtypes,moreemphasisisplacedontheimplementationofformativeevaluation.

Lopuksi käytetään väliarviointimenetelmiä ja enemmän suhteellisia arviointimenetelmiä.

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.

Kilpailutehtävä

Vaikka opetuksen arviointi ei edellytä sijoitusta, tulosten analogia on objektiivinen. Esimerkiksi opiskelijoiden oppimissaavutuksia arvioimalla se voi aiheuttaa horisontaalisia vertailuja opettajien, opiskelijoiden, luokkien ja tieteenalojen ala- ja etumatkalla. oppilaat, luokat ja tieteenalat. Kuilu, tunnistaa heidän suhteellisen asemansa kokonaisuutena, voi objektiivisesti olla kilpailuasemassa.

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