A Research Into The Construction Of Ethics System In China's Higher Education Assessment

At present, higher education management system faces severe challenges on count of itsrapid expansion in the world; and social attention and revisit to higher education and talenttraining quality give impetus to the application and development of higher educationassessment. As a result, it becomes a hot and difficult issue for educational research institutionto make teaching evaluation efficiently and build a fair, reasonable, transparent and generallyrecognized higher educational assessment mechanisms in the dynamic development ofeducational strategy.Since1985when evaluation for higher school's managerial level was put forward by"The Central Committee of Communist Party's Decision on Educational Reform", highereducation evaluation in China has already experienced more than20years and certainresearch achievements have also been made with the deepening of higher education reformand development. In1990"Provisional Regulations about the Regular School's HigherLearning Education Evaluation" explicitly pointed out:" The state and its educationadministrative department is the subject of evaluation while the school is the object; educationand intellectual circles and the personnel department is the social power to be relied on whenthe country and their management department evaluate higher schools; and differentcharacteristic forms of subordination, cooperation and co-development between governmentand schools at different historical period has also been evaluated. Thus under different valueguidance, the higher education evaluation is developing in constant transformation and thesocial demand for higher education evaluation is also increased.In2003, the Education Ministry established periodic teaching evaluation system and setup a higher education evaluation center with independent legal person qualification, whichalso marks that our country's higher education teaching evaluation work walks on aninstitutionalized road. However, from the practice of China's higher education evaluation, thecultural atmosphere and ethical spirit in it have not been embodied. There still exist mistakesand troubles in evaluation on the teaching quality improvement form. Social doubts and confusions often focus on the management function of the government, the significance of theassessment, the good faith and the true extent ethical etc. Confronting this dilemma, the maintask is to construct moral standards and a ethical value system recognized by both society andhigher educationThis topic originates from the contemplation of current situation in contemporaryChinese higher education evaluation; probes into the development and trend of highereducation evaluation under the condition of market economy from the perspective of ethics,especially through the study of the theory model and the social factors summarizes theChinese and the western countries' higher education evaluation and value orientation, seeksethical problems which exist in higher education evaluation and proposes normative ethicalphenomenon in China. Its aim is to promote the innovation and development of highereducation evaluation, and to strengthen moral consciousness and ethical values in the higherteaching evaluation so as to promote our country's higher education reform and development.The study bases on the time of high-speed development of the market economy toevaluate the ethical dilemma and practical needs from present situation of the highereducation assessment, theoretically constructs ethical category and ethical principles in highereducation evaluation and systematically puts forward ethical norms model which has practicalsignificance. The study will benefit the improvement of higher education evaluationmechanism and college social competition.The text has seven chapters:The first chapter is the introduction which tells the research background, significance,idea and method.The second chapter analyzes related theories on higher education evaluation from theperspectives of connotation, development, significance and value. Theoretical basis andviewpoints are put forward based on the higher education and development of the world andits current situation, the developing trend of domestic and foreign quality guarantee systemand common characteristics and differences among China and the developed countries.The third chapter explores the value of higher education evaluation as a social problem,prospects higher education evaluation activity shown by the social value and educationalvalue respectively by using value analysis method with destination to summarize series ethicspresent situation; and at the same time, proposes the reality of the sorrow hushed into this study. The chapter also includes explanation about the disputes existing in value evaluation ofhigher education, the fashionable effect evaluation, education morality in market economicdevelopment and the challenges of Utilitarianism of Official-orientedIn the fourth chapter, combing with subject characteristics of higher educationevaluation and the ethical characteristics of the view of ethics arrangement andrestructure,China's six evaluations of ethical dimension have been put forward from fairness,truthfulness, effectiveness, rationality, subjectivity and humanities.That is, humanitarian,rationalism advocating science, legal system based on moral education of the concept,standards against false information and value idea reflecting the effectiveness of theeducation. Based on the check, select university teachers, administrative personnel andstudents represent ate thirty People to be interviewed using the method of depth interview.The task is to extract statements and keyword. Finally.to put forward six ethical Principles inhigher education evaluation____Principle of Justice or Fairness, Principle of Truthfulness,Principle of Effectiveness, Principle of Rationality, Principle of Diversification and Principlesof People-oriented.In the fifth chapter, questionnaires for seven universities of teachers, students andadministrative management personnel are adopted for empirical research. The questionnairesare from Higher Learning Education Evaluation Ethics Cognitive Survey, and HigherLearning Education Evaluation Ethics Satisfaction and Demand Survey. It investigates thecognition of the higher education evaluation object from the aspects of evaluation connotation,evaluation function, evaluation body, evaluation process and evaluation behavior, understandsthe satisfaction and demand of the survey objects from six ethical dimensions--justice,authenticity, effectiveness and rationality, subjectivity and humanities, thus analyzing currenthigher education assessment and ethical irregularities, and discusses social reasons formingethical dilemma.Chapter Six, in the light of ethical principles and empirical research results, carries outexploratory factor analysis from different dimensions of6ethical principles--fairness,authenticity, effectiveness, diversified subjects, reasonable interests and people-oriented,extracts relevant factors--science, respect, authenticity, open, supervision, promotion,diversification, purpose, rationality and people-oriented--, entrusts different elementsconnotation, finally uses Delphi method for the expert consultation and model test, and discusses and confirms the ethical standard model of six dimensions and ten elements---fairness dimension, to keep the evaluation fair from the aspect of scientific evaluation processand respect for the attitude of the objects; authenticity dimension, that is, in order to maintainthe real evaluation principle, against and truth abhorrent of false, hide and deception, ensureevaluation related components publicity transparent; The effectiveness of the dimension, thehigher education evaluation from the Supervise function and beneficial sex "promote"(promotion) function ensure education evaluation effect of principle; Subjectivity dimensions,reflect "multiple"(diversified) of the subject, higher education evaluation of advocatingdiversified subjects principle; Rationality dimensions, namely the higher education reflect theinterests of the evaluation principle of rationalization, the requirement of education evaluationconform to educational purposes and the Rationality evaluation; Humanistic dimensions,namely the guarantee higher education evaluation People-oriented of the principle ofevaluation, pay attention to the higher education's long-term interests and evaluation ofdevelopmental impact., Principle of Truthfulness, Principle of Effectiveness,Principle ofRationality, Principle of Diversification, Principles of People-oriented.Chapter7is for conclusion and discussion. The main innovation places of this study arethese:1．For the first time the paper takes current ethics of higher education evaluation as aresearch perspective, summarizes and scientifically analyzes the process of evaluation andethical phenomenon problem, finds out insufficiency of ethics awareness of the objects, thusrevealing the significance of the ethical value evaluation, which expands new fields in thehigher education evaluation work.2．By drawing on the experience of the developed countries about practice results ofconstruction of ethical standards in higher education evaluation and from the perspectives ofethics and theoretical studies into higher education evaluation, the paper probes into theevaluation ethics category conforming to our country's higher education characteristics, putsforward that the ethics category should include people-oriented humanitarian, rationalismadvocating science, concept of legal system based on moral education, integrity rules againstfalse information and the effectiveness idea of education embodying value, and scientificallyinvestigates and sets up ethical principles for higher education evaluation from the ethicaldimensions of fairness, authenticity, effectiveness, rationality, subjectivity and humanism, therefore provides practical and reference values for ethical research into higher educationevaluation.3．Basing on the empirical studies into ethical satisfaction to and demand for highereducation evaluation, the paper explains the problems and practical needs in the evaluation,puts forward different levels of demands in fairness, authenticity, effectiveness, rationality,subjectivity and humanism, and also shows that higher education needs furtherstandardization of the implementation in goals, methods and behavior.4．The study tries to set up model of ethical standards for China's characteristic educationevaluation. The construction of medal bases on ethical principles and also extracts essentialfactors conforming to basic ethical principles in different dimensions. There is no doubt that itprovides theoretical support and empirical platform for system innovation in China's highereducation evaluation.