A Study On Understanding And Transcendence: Context-Adaptive Teaching Evaluation

The study on teaching evaluation have formed and established the system of theoretical and practical frames since reform and opening in china. The study on teaching evaluation introduced theory of educational evaluation from abroad and combined with Chinese teaching practices. It has achieved many achievements. We can see the Positive side of the system and also find its negative side. We found that teaching evaluation was isolated from teaching situation. It shows many problems of situation inadaptation.The present system of teaching evaluation isn't adapting to teaching situation. It is hard to reflect the real situations of teaching and learning. So it comes to be the core debate of the reform of instructional assessment that how to construct the system of teaching evaluation adapting to teaching situation in order to overcome problems of "less adaptation" in recent years. This paper research the system of Context-Adaptive teaching evaluation in order to enhancing the instructional capabilities and promoting basic education reform. It is good to make the teaching evaluation, basic education reform and quality education better. My study absorbed the research results at both home and abroad. The purport of this study is mutual understanding among people and transcending Instrumental Rationality of "unrelated to human" in traditional evaluation. The goal of this study is to respect people, satisfy the need of people and development of people. This study carried out the following research of Context-Adaptive teaching evaluation by using literature research method, the case method, Delphi method and AHP.Firstly, the connotation of Context-Adaptive Teaching Evaluation was interpreted. The paper introduced the connotation, the source and development of teaching evaluation at first. Then it explained mainly "what is Context-Adaptive Teaching Evaluation". It uses proper mode to evaluate change factors of teaching process according to different teaching situation. In order to satisfy different needs of subjects, Context-Adaptive Teaching Evaluation should hold specific behaviors of subjects at different situation and reasonably evaluates them. The paper analyzed characterizations of multi-dimension and elements of evaluation, after interpreting the connotation of Context-Adaptive Teaching Evaluation.Secondly, the present status of teaching evaluation practice was surveyed. In order to find out problems of the present practice of teaching evaluation, this study designed questionnaires and interview outline. It surveyed teachers'and students'understanding and attitude about teaching evaluation, and status of teachers and students carrying out teaching evaluation, etc. we found there were such problems of "less adaptation" in the present practice of teaching evaluation after the survey, such as evaluation schemes aren't fit for need of subject, evaluation methods aren't fit for teaching conditions, evaluation implementation aren't fit for teaching development, etc. these problems of "less adaptation" were Influenced by many Factors. it is urgent affairs that constructs the system of Context-Adaptive Teaching Evaluation in order to solve problems of the present practice of teaching evaluation.Thirdly, the value standpoint of Context-Adaptive Teaching Evaluation was defined. The view of Context-Adaptive Teaching Evaluation is mutual understanding among people and transcending Instrumental Rationality of "unrelated to human" in traditional evaluation. The Theoretical Basis of Context-Adaptive Teaching Evaluation has the Fourth Generation educational Evaluation Theory, Value-added Evaluation Theory, CIPP, Situated Cognition Theory and Social Ecology. It advocates that the evaluation should be from irrelevant to related situations, from the neutral to associated values, from controlling to understanding management and from limited isolation to harmonious coexistence. Its idea was promoting growth, democracy, understanding and truth by evaluation.Fourthly, the index system of Context-Adaptive Teachers' Teaching Evaluation was designed. The system was guided by the notion of modern teaching evaluation. It emphasizes adaptability, generating and openness. The index system provides teachers with possibility of development, not limit. First, the index selection followed the principles of SMZRT. The standard settings followed the principles of guidelines, range and degree. Then, teaching situation was divided into three stages. They are the prophase of operation, the Middle of operation and the later operation. This study used Delphi method and Analysis Method to select suitable index. Then, there are Expected Evaluation Index, Process Evaluation Index and Achievements Evaluation Index being established. This study used AHP for weight determining of index. This study classified evaluation methods as Expected Evaluation Methods, Process Evaluation Methods, Achievements Evaluation Methods and Holographic Evaluation Methods. It provided suitable methods for index. Finally, the system frame of Context-Adaptive Teachers'Teaching Evaluation was established. It was modified and perfected by Case Analysis. This frame Teachers'Teaching Evaluation only supplies blue print and professianal support for implementation of teachers'teaching evaluation. According to different situation and need of subjects, evaluation subjects adjust the frame by mutual understanding and Consultation.Fifthly, the system of Context-Adaptive Students'Learning Evaluation was constructed. According to Hauenstein's taxonomy of educational objectives and the newly revised Bloom's Cognitive Goal Classification, students' learning was divided into four domains the cognitive domain, the affective domain, the psychomotor domain and the behavioral domain. According to the Characters of the four domains, evaluation subjects construct the system of Context-Adaptive students' Learning Evaluation by mutual understanding and Consultation. This system advocate student as a integrated person carries out a integrated learn in integrated domain. The extrinsic information and content is inpute to student. After student having learning experience, he become a man who has knowledge and ability, he can adapt culture and environment. According to The emphasis point of learning that is cognition, affection or psychomotor. We carry out Context-Adaptive Evaluation. (1) Context-Adaptive Evaluation of the cognitive domain. Objective examination is suitable for factual knowledge. Field measurement is suitable for conceptual knowledge. Performance testing is suitable for procedural knowledge. Strategy measurement is suitable for meta-cognitive knowledge. (2) Context-Adaptive Evaluation of the affective domain. Statement form is suitable for investigating students' affective state. Behavior observation is suitable for investigating affective response. Likert Scale is suitable for investigating different affective goal. (3) Context-Adaptive Evaluation of the psychomotor domain. According to features of psychomotor, evaluation subjects design Context-Adaptive evaluation criterion by Consultation, especially testing cognitive component. (4) Context-Adaptive Evaluation of the behavioral domain. It is the integration of other three domains. Evaluation subjects design evaluation criterion and create situation by Consultation. Restrictive and expansibility evaluation method are used carrying out Context-Adaptive Evaluation.Sixthly, "Mechanism Plexus" of Context-Adaptive Teaching Evaluation was established. Mechanism supplies power for Operation of Context-Adaptive Teaching Evaluation. In order to make mechanism play special function and action, we should establish "Mechanism Plexus". "Mechanism Plexus" of Context-Adaptive Teaching Evaluation includes the mechanism for evaluation information processing, the mechanism for evaluation information feedback, the mechanism for meta-evaluation and the mechanism for security. (1) The mechanism for evaluation information processing includes organizer system, storage system and exchange system. (2) The mechanism for evaluation information feedback is the mode of "fronting -immediate- delaying". (3) The mechanism for meta-evaluation includes meta-evaluation criterion and procedures, in order to evaluating Context-Adaptive Teaching Evaluation again. (4) The mechanism for security includes power security, ability security, environment security and condition security. To sum up, the four mechanisms are running and interweaving each other, finally lead to compatibility. They are power of balance and support in the implementation process of Context-Adaptive Teaching Evaluation.