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.