The Study Of The Effectiveness Of The First--round Assessment Feedback Of The Undergraduate Teaching Level In China

To launch the assessment of colleges and universities is not only necessary for a certain stage of development of higher education in China, but also essential for the process of meeting the international standards of higher education. What is more, it is an important step to build the quality control and security system of the Chinese characteristics higher education and to promote the sustainable development of Chinese higher education, so it is of great significance in the history of the development of Chinese higher education. Assessment feedback is an important part of contacting the assessment group and the participated colleges and universities. It is also of important significance for the improvement and enhancement of the participated colleges and universities later. Therefore, to launch the study of the assessment feedback of higher education is the necessary means to promote the reform and the development of the assessment of the undergraduate teaching level. Based on the above basic ideas, this paper is use Empirical method to launch the study the first round effective assessment feedback of the undergraduate teaching level in China.From the perspective of cybernetics, feedback is the key to the system's adjustment and improvement. It's the same to the assessment. The first round of the undergraduate teaching assessment has made great achievements, but there are many problems, especially in the key process of the feedback assessment. Therefore, it is particularly necessary to make the following improvements. For example, the aim of the feedback assessment should focus on the development and eliminate the psychological pressure of the participated institutions; the content of the feedback assessment should be real, accurate in order to promote the improvement of the participated institutions; it need to make the continuous feedback assessment as frequently as possible, so that the participated institutions can form a stable sense of quality assurance work; it need to strengthen the monitoring of the effects of the feedback assessment and improve the effectiveness of it in order to achieve the sustainable development of the undergraduate teaching assessment; it need to make the hierarchical and classified assessment to promote the classification and positioning of the institutions; it also need to establish the correlation between the subject and object of the assessment, promote the balance and harmony of their rights and mobilize the quality responsibility and the enthusiasm of the assessment of the institutions, so as to promote the prosperity.