A Research On The Problem Of Classroom-teaching Assessment For Higher Vocational Colleges In Hunan

Classroom-teaching quality is the direct embodiment of teaching levels and teaching abilities of higher vocational colleges, and is also a rather important part of the college teaching quality management. Researches show that the majority of higher vocational colleges in Hunan still follow the teacher-centered and knowledge-standard methods in their classroom-teaching assessment. This undated assessment may not only lead to the lost of inspirational and instructive functions of classroom-teaching, but also become a major obstacle and resistance against the higher vocational education in our province. Classroom assessment is a part of education assessment. Foreign studies aim more at education assessment, but less at classroom-teaching assessment.The real significant research on classroom-teaching assessment has a later beginning in our country. And domestic assessment theories and practice are mainly conducted to aim at some single problems in classroom-teaching assessment under the great framework of education ideas. They pay much attention to theoretic studies and less attention on the practical classroom-teaching assessment in higher vocational colleges. In this research, classroom-teaching refers to the classroom on the broad sense, that is, any places including either theoretic teaching or field practice organization, such as classroom, campus, workshop, and other working places.Research show that the problems of classroom-teaching assessment in higher vocational education in Hunan are: illogicality of classroom-teaching assessment target design, too much stress on theories and ignorance of practice, low efficiency of assessment, ambiguity of assessment purpose, absence of immediate and effective feedback mechanism, failure of establishing normal teaching quality supervising and control system.Strategies to solve the problems in classroom-teaching assessment in higher vocational education are: building up scientific and full-side classroom-teaching assessment system, designing scientific and dynamic assessment targets, strengthening assessment for practice instructions, as well as immediate and efficient application of assessment results and feedback, in order to help teachers recognize their real teaching competences, to help students know their true learning abilities, to help school expedite teaching reform and carry out pertinent teaching and training plans according to the assessment results. Consequently, a classroom-teaching assessment test measurement suitable for higher vocational education can be figured out.