Research Of The Quality Assessment Criteria For Classroom Teaching In Higher School

It is of great significance for the institutions of higher learning to maintain and improve theteaching quality. This is particularly true when China is experiencing a transition from elite to masshigher education, and teaching quality is paid greater attention than ever at the institutions of higherlearning in the country. It is essential to improve the quality and effectiveness of classroom teaching,which, in turn, determines the overall quality of higher education. The assessment of classroomteaching, therefore, contributes a lot to enhancing its quality. An effective assessment can positivelystimulate the teachers to refine the teaching contents and approaches and improve their teachingquality. But the assessment criteria are the basis and the key of the assessment on classroom teachingquality, and it is the prerequisite to carry on the assessment smoothly. Under such context, it iscrucial to explore the assessment criteria on classroom teaching quality.By synthesizing the previous results on classroom teaching quality assessment andpracticality, it identifies the major problems and explores the trends in the assessment, which makesit clear that many scopes need to be strengthened in the area, particularly in assessment criteria.Next, the thesis focuses on the assessment criteria on classroom teaching through theoreticalanalysis and case studies. In theoretical analysis, the scope, roles and factors related to theassessment criteria are presented and discussed. While the questionnaires for the teachers andstudents are used in case studies, and on the basis of the results, some generally-recognizedknowledge and problems related to assessment quality for classroom teaching are selected for furtherdiscussion.Based on these findings, the thesis attempts to explore the necessity and feasibility of establishing aset of quality assessment criteria for students-oriented classroom teaching, by learning from themodern educational theories and also from the perspective of full human development concept.Finally, the author suggests a system of quality assessment criteria on classroom teaching be set upfor the institutions of higher learning in China, which should be interactive, students-centered andfacilitated by the teachers for the purpose of improving the learning abilities of students.