The Reseach On Military Academy Teaching Evaluation Index System Upon CIPP Model

Teaching evaluation of colleges and universities in the western developed countries hasformed a relatively perfect system after more than one hundred years’ development, it hasadvanced assessment ideas, abundant evaluation theories, flexible methods and scientificcriteria. While in our country, we started this practice during the reform-and-opening period.Therefore, we are short of experience in this aspect and lagging behind in theoretical research,which means the teaching appraisal system at present can’t meet the development ofuniversities in our country. It has been proved abroad that teaching evaluation plays animportant role in promoting teaching reform and enhancing the quality of teaching. Afterthirty-year’s research, we have finished the first round of teaching assessment in2008, andthe Chinese-style teaching evaluation system of colleges and universities is taking shape.Undoubtedly, remarkable achievements have been secured in our country’ first round ofteaching appraisal practice. it has propelled the reform of higher education’s managementsystem, boosted the improvement of teaching conditions in colleges and the enhancement ofquality, and set the direction for the scientificity and standardization of teachingadministration of colleges, and universities are taking preliminary steps in the establishmentof quality monitoring and safeguarding mechanisms. However, a variety of problems havebeen brought to exposure at he same time, such as undiversified assessment criteria and vagueconnotation, univocal appraisal subject and universities’ lack of initiative, complicateprocedures in the management and organization of evaluation and the insufficiency of bindingforce and mandatory provision in evaluation results. Etc.As the basis of assessment practice, evaluation criteria system has bearing on thescientific and rationale launch of the whole evaluation work. Especially at present ourteaching evaluation criteria is too unified and we apply the same criteria to differentuniversities at different levels, which lead to difficulty in getting persuasive assessmentresults. With the adjustment and reform of the organizational system in military schools, the general institution has modified and improved the evaluation criteria of various militaryschools. It successively promulgated five kinds of evaluation schemes that are applied toundergraduate education, secondary-level vocational education, elementary-level vocationaleducation Aerospace Colleges and Noncommissioned Officer Academy respectively. Butthese schemes are to much extent tend to be identical, which means it is difficult to havepersuasive evaluation results if we do teaching assessment according to them. Thus, how tolaunch teaching evaluation in specific type of military schools in accordance with what kindof criteria deserves careful consideration and discussion.The purpose of this research is based on the fact of Military academy, reappraising theteaching evaluation tools of index system, and rebuilding the present evaluation model, so asto resolve different level and different type questions of military academy evaluation toolconvergence, cogent improve scientificity and reliability of teaching evaluation. This studyuse a combination of various research methods, including document study, comparativemethod, value analysis, expert consultation and statistical analysis, that providing scientificand effective support for expansion study. Through the inspection of a large number ofrelevant literature at home and abroad, drawing support from library, databases, network dataresources. It combed the theory system of high school teaching evaluation, recognizedteaching evaluation principles, evaluation methods and evaluation tools and so on, clarifieddomestic historical extending context of high school teaching evaluation, the current situationof teaching evaluation practice abroad, the typical evaluation model. And judging objectivelythrough value analysis. Then moving into the current situation of teaching evaluation inmilitary academy, affirming the achievement of military teaching evaluation, unscramblingthe teaching evaluation index system, demonstrating the existing problems. Conducting deepthinking to the structure of military academy teaching evaluation index system, combine theteaching fact and basically forming the evaluation index system based on CIPP model. Inorder to guarantee its science, taking a total of four rounds expert consultation. Filtering,modifying and improving every evaluation indicator and main observation points at first, andthen endowing the weight of every main observation point, weighting processing throughprecise data statistic method, constructing science, reasonable and effective military academyteaching evaluation index system upon CIPP model finally. This index system based on the reality of Military academy, further filtering indexes andmain observation points refer to the original military teaching evaluation system. To clearlystation, meeting the standards, fitting criterion properly, reasonable function weight. Which isthe effective measuring tool of military academy teaching evaluation development.