The Study On Teaching Quality Evaluation System In Local University

Teaching quality is always one of the key issues in higher education,and it is also general representation of school management and competitiveness of a university/college.Nowadays,as China's higher education is transforming from elite education to mass education,local universities/colleges must pay more attention to their teaching quality if they want to maximally benefit from their own advantages and find from reality their special role in China's education cause.Teaching quality evaluation system is an important method to improve teaching quality;therefore,it is necessary for a higher education institute to conduct rigorous and scientific study on such system to achieve constant improvement of its teaching quality.This paper is based on the study of a local university for the case.So I choose the S university for a sample,The research carries out detailed analyses of relevant school policies,interview results and questionnaire feedback,with an effort to summarizes problems and possible causes,and then propose optimization advice and review local universities' teaching quality evaluation system.This paper is divided into six chapters.The first chapter is an introduction which mainly points out the origin and meaning of my research,defines key concepts,summarizes previous researches on various teaching quality evaluation systems,and describes the methods used in this research and reasons.The second chapter analyzes S university's school policies and the implementation status,and explains the operation mechanism of its teaching quality evaluation system.The third chapter analyzes difficulties in implementing teaching quality evaluation system at S university and possible causes underneath,by considering weight of different subjects,evaluation criteria,result feedback and process of evaluation.The fourth chapter tries to give suggestions to improve local higher education institutes' teaching quality evaluation systems,based on the case study and an additional analysis of such systems in their foreign counterparts.The fifth chapter review local universities' teaching quality evaluation from the perspective of teachers.The sixth chapter conclude the research process and results,as well as inadequacies in the research and possibilities of further study.Finally I come to the conclusion:this paper concludes that the current evaluation system at S university reflects its teaching quality at certain extent,but there are problems including unclear weight of different subject groups,unscientific evaluation criteria,lack of flexibility in the evaluation process,and unclear feedback.Possible reasons are contradictions between the needs of different subject groups,questions between a uniformed criteria v.s.a flexible criteria,contradictions between publishing evaluation results and protecting teachers' personal information,and contradictions between an efficient evaluation process and accurate evaluation results.In order to deal with these problems and contradictions,this paper proposes the following suggestions: keep the balanced weights of different assessment subjects,empower more people from a lower level to engage in establishing evaluation criteria,emphasize the importance of research and study in the evaluation criteria,emphasize power of teachers,and implement a dynamic and flexible evaluation procedure.Meanwhile,by thinking over S university's evaluation system,I realized it is difficult to accurately assess teaching quality of any local university,and every assessment subject is unique.Therefore,the key to making the teaching quality evaluation effective is not to establish an optimally scientific evaluation system,but to balance the relationship and demands of different assessment subjects,to enhance the value of reference of evaluation results,and to give appropriate support to teachers so that to increase their engagement in the evaluation process and to make the evaluation effective as possible.