On The Validity Of Students’ Evaluation Toward Teaching In Vocational Colleges

Students’ evaluation of teaching is learners’ comprehensive recognition of the wholeteaching procedure based on some criteria. It is both qualitative and quantitative. Students’evaluation of teaching is a panoramic assessment from learners’ perspective of the wholeteaching procedure based on some criteria. It is a facilitator for teachers to enhance theirteaching proficiency; it is a barometer for teaching administrative department to have a bird’seye view of the teaching process; still, it is a guideline for policymakers to regulate theassessment of both teaching and performance.Currently，there exist many problems in the process of evaluation, such as inadequateleadership’s attention, imperfect evaluation conditions; unreasonable index system, unscientificvaluation manner; insufficient cognition and untimely feedback.. All these elements affect thevalidity of students’ evaluation toward teaching in vocational colleges, constraining the furtherreform in higher education. Currently there exist many problems in the process of evaluation,namely the low efficiency, inadequate leadership’s attention, imperfect evaluation conditions,weak pertinence of the evaluating content, unreasonable index system, insufficient recognitionon students’ part and no timely feedback. These unfavorable factors have made manyconfinements to the development of students’ teaching evaluation and thus limited the reformsin vocational colleges。To improve effectiveness of “students’ evaluation of teaching”, this research conductsliterature review, case study, measurement and action research, to analyze the gap betweentheory and practice for a vocational college called Zhejiang Business Technology Institute.Results are as follows. To search for the blueprint of an effective evaluation, the author, on thebasis of literature review both at home and abroad, adopts case study, measurement and actionresearch methodologies to analyze the gap between Quality Control Theory and its practice inthe aspects of questionnaire design, evaluation conduct, data collection and analysis as well asthe results implementation. Results are as follows:First of all, the design of the questionnaire in the sample college is nonstandard. Usingexploratory factor analysis on questionnaire data based on480random sample students, this research points out existing problems on the design of the questionnaire, and explains scientificmethods and procedures;Second, the process of “students’ evaluation of teaching” is nonstandard. The gap betweenthe ideal Quality Control Theory and its practice in the sample college is made, which uncoversseveral problems and makes the author propose corresponding strategies and suggestions.Firstly, awaken more college leadership to reinforce the learning and teaching styles; secondly,put emphasis on management team building; thirdly, rationalize the structure of thequestionnaire and regulate the design in order to perfect the index system and build a systematicevaluating organization; finally, analyze the results via scientific tools and methods to establishbottom-up feedback system.This research imposes a profound significance in improving the effectiveness of “students’evaluation of teaching”.