Study On Undergraduate Teaching Quality Evaluation Of A University

After years of enrollment, higher education rises quickly in China, but at thesame time, whether it has the good quality of training undergraduates has become acontroversy issue among social concerns. For the process of training undergraduates,classroom teaching is the central part, and the quality of which determines the resultsof undergraduates’ training. Corresponding assessment as a key step can guideteachers’ work, stimulate the enthusiasm of teaching, promote the reform of teachingcontents and methods, and ultimately improve the quality of undergraduates’ teachingThis study is a case study, taking a research in A university at the undergraduateclassroom quality assessment conducted in-depth study from the perspective of themicro-politics. This study has combed the undergraduate classroom teaching qualityassessment and micro-political theory to explain the significance of study, andresearch methods simple interpretation. Through empirical research, usingquantitative and qualitative analysis of the combination of A university undergraduateclassroom teaching quality assessment of students, teachers, functional departments,colleges stakeholders conducted a questionnaire survey and interviews to learn moreabout the quality of A university undergraduate classroom teaching evaluation of thestatus. Quality of classroom teaching evaluation is a participatory game activities, theparticipants in the assessment of teaching quality that are stakeholders, thesestakeholders in economic assessment for its own sake strategies, expand the game toachieve maximize their own interests. Human assumptions of the stakeholdersunreasonable and A university l implementation of the light result the end of theprocess of assessment, so there are some problems in the assessment. Mandatoryassessment led to the attitude of students cope with students with emotional scoringphenomenon is very common, which teachers are usually pay little attention onmanagement and is not responsible for the students, but the test easy to pass, and gethigh scores, these teachers usually get high scores in students to play in theassessment; teachers in order to get high marks in the assessment, which not strictlyrequire students, even please the students, ask the students to give them high marks;assessment center experts in order to reduce their work tasks, often to the teacher onelesson performance to judge the whole course. Office of Academic Affairs will givemore consideration to assessment at least from the formal look "neat", assessment isefficient operating in the superior ‘s eyes,they are not really care about the quality of teaching has been enhanced. College leadership always has the role of managers,teachers, scientific researchers in one, they put most of the time on management,teaching and research work for the assessment is casual, even take this as theassessment form. The above problems are all exist, the premise of this article from theperspective of micro-political, use the humanity assumptions of economic man as thetheoretical basis, proposed recommendations for improvement of class teachingquality assessment of A university. Such as should be made to severely light end ofthe process evaluation to development for the purpose of formative assessment and inthe evaluation system design, the focus is to prevent opportunistic behaviors of thestakeholders may produce.