A Study On China’s Teaching Quality Assessment Since The Reform And Opening

Thirty years has passed after the initiation of China’s Teaching Quality Assessment in the mid 1980s.Although it has been widely adopted among colleges and universities with progressive researches, the evaluation system still has drawbacks. It is essential to comb the history of TQA in China’s colleges and universities, searching for patterns and problems, so that the effect of TQA could be fully upgrade, and fundamentally improve the quality of students.The TQA system was widely accepted in domestic universities. Due to the diversities in different universities, this paper has chosen typical universities such as Peking University, Tsinghua University, Tongji University, Shanghai Jiao Tong University, East China Normal University, Wuhan University, Capital Normal University, and Inner Mongolia Normal University. Relevant documents from these organizations will be quoted in this paper, based on the according TQA practices.This paper will comb the TQA section from a historical perspective. Research will be carried out from four phases, namely the Start-up Stage(1978-1990), the Norming Stage(1991-1998),the Institutionalizing Stage(1999-2006) and the Deepening Stage(2007-2014),divided by the promulgation of the Interim Administrative Provisions on TQAs in General Institutes of Higher Education in 1991,the implementation of Policies on increasing enrollments in Colleges in 1999 and the reform of undergraduate courses in colleges in 2007.The main part of the article, which includes chapter two, three, four and five, analyzed four stages of teaching quality evaluation of teachers in colleges and universities. This part, on one hand, affirmed that many aspects of the evaluation of teaching quality such as the evaluation ideas, the subjects of evaluation, evaluation index and content, and the feedback of evaluation results, have been gradually improved when it was carried out in colleges and universities. On the other hand, it summarized many problems the evaluation system still had, including unbalanced evaluation ability, weak participating awareness of subjects, unreasonable evaluation standards, and limited evaluation functions. At the same time, on the basis of investigation and research, the paper tried to put forward some suggestions to help improve the current condition of teaching quality evaluation of teachers in colleges and universities. These suggestions include efforts to make use of the guidance of policies, promote the reform of the evaluation system and establish long-time effective mechanism of evaluation.