Research On The Index Of The Impact On The Undergraduate Evaluation Of Teaching Effectiveness

Since 1980s China began to introduce the undergraduate evaluation of teaching effectiveness, which has gradually become the mainstream of university appraisal methods. But as the specific implementation of the undergraduate evaluation of teaching effectiveness, it is criticized to improve the quality of higher education effectively by the faculty and students. The reason is the irrational project of our index systems. In this article, I attempt to focus on the theoretical analysis and empirical analysis to find out the place of unreasonable design, and give some corresponding countermeasures and suggestions.From the view of both at home and abroad as well as comparison, this thesis consults a large number of the theory and practice information to analyze the problems and improved ways of the current index system of the undergraduate evaluation of teaching effectiveness. Based on the Survey of sophomore and junior students amounts to 2000 in Huazhong Normal University, The revised version of SIR ? was used to investigate the standards of index system of the undergraduate evaluation of teaching effectiveness, collecting 1335 effective questionnaires. The author is making factor analysis, reliability test and regression analysis by the use of SPSS16.0.In 3 multiple linear regression analysis, The dependent variable is the whole evaluation and Independent variables are the individual index affecting the overall evaluation. I need to get standardized regression coefficients of Independent variables to find out the factors affecting the overall evaluation significantly.The results show that the course outcomes significantly affect the result of the undergraduate evaluation of teaching effectiveness, and student effort and involvement is the second impact index. The seven factors of Course Organization and Planning, Communication, Faculty-Student Interaction, Assignments, Exams, and Grading, Course Difficulty, Workload, and Pace can not be impacted on the overall student evaluation of teaching. The result is contrary to the teaching administrator-oriented model, but just coupled the logic of the undergraduate evaluation of teaching effectiveness. According to empirical investigation, The index design of the undergraduate evaluation of teaching effectiveness must be based on promoting student course outcomes and student effort and involvement. Therefore the traditional index system of the undergraduate evaluation of teaching effectiveness which comes from experts' and managers' wisdom must be changed, we should design the index standing on the angel of view of student. Proceed from real learning environment and learning experiences of students, we try to achieve the objective expression of student evaluation of teaching.