The Reform Of "Student-centered" Teaching Assessment Model In British Universities

Although the undergraduate teaching assessment in China started early and has made some achievements,and it has been arranged by the government for a long time.As a direct participant in teaching,students have not received enough attention and lack of practical experience in teaching assessment in China.The UK has a long tradition of students participating in the management of university affairs and pays great attention to the interests of students in the teaching assessment.Therefore,it is of great theoretical and practical significance to study the student-centered teaching assessment model of British the Teaching Excellent and Student Outcomes Framework.This paper focuses on the student-centered teaching assessment model in British universities.Firstly,This paper analyzes the background of TEF from the perspectives of market,government,society,universities,students,and the introduction process was reviewed.Secondly,based on the policies and implementation of the TEF,the“student-centered”teaching assessment model of British universities is constructed.On this basis,this paper analyzes the value concept embodied in the “student-centered”teaching assessment model,and makes a brief evaluation of the model.Finally,according to the current situation of teaching assessment in China,some suggestions are put forward.The background of the introduction of the Teaching Excellent and Student Outcomes Framework is analyzed,including :(1)The international competition in higher education is gradually intensified,and the international and domestic education markets are also full of challenges;(2)Whether the tuition reform raises the concern of“value for money”;(3)The society calls for the fairness of higher education and allows more disadvantaged students to study in institutions of higher education with high-quality teaching;(4)Students have higher requirements for the quality of higher education;(5)College teaching is faced with the challenge of unbalanced teaching and research,and talent training cannot meet the needs of society.According to the TEF,the support system of “ student-centered ” teaching assessment mode in British colleges and universities is constructed,including six aspects from the preparation to the end of evaluation :(1)Focus on student learning experience and outcomes as the goal support;(2)Establish student office as the institutional support;(3)Focus on the interests of students as the assessment criteria support;(4)student participation as the method support;(5)Openness and transparency as the information support;(6)Gold medal reputation and tuition reward as the result support.The values of the “ student-centered ” teaching assessment model in British universities are as follows :(1)The concept of fairness.Its focus on all students,requiring excellent teaching for students from all backgrounds;(2)The concept of personalization.The assessment standards require colleges and universities to provide learning environment and academic support for students to the maximum extent in combination with their own characteristics,provide students with personalized academic experience and learning feedback,and respect students' personalized development;(3)The concept of collaboration.It emphasizes that students,teachers,universities,government and society should work together to surpass the minimum standard of teaching quality and pursue excellence.The evaluation of the “student-centered” teaching assessment model in British universities has both positive and negative aspects.It is worth affirming that :(1)Student participation is conducive to multiple assessment;(2)It is beneficial for colleges and universities to pay more attention to students' learning experience and achievements;(3)It is conducive to providing more valuable information for students to choose;(4)It is conducive to educational equity.The main challenges to this model are:(1)Be aware of the assessment trap based on “student-centered”;(2)Overemphasis on the status of students should be avoided.According to the development status of undergraduate teaching assessment in China,this paper puts forward the following Suggestions:(1)The assessment objectsshould be more focused,the help for students' learning choices should be strengthened,the support for teachers' teaching ability should be enhanced,and the reasonable allocation of teaching resources inside and outside the university should be actively promoted;(2)The design of assessment standards should pay more attention to the interests of students,actively provide students with more comprehensive teaching information,pay attention to and protect the interests of students from different backgrounds,and maximize the realization of educational equity;(3)To further expand students' participation in the assessment,clarify the channels for students to participate in the assessment,and provide special guidance personnel to provide support for students to participate in the assessment;(4)The evaluation information shall be further disclosed,and provisions shall be made on the disclosure and acquisition of the assessment procedures,methods,standards,data and results,etc.;(5)Establish a mechanism for students to participate in the assessment and feedback.In the assessment organization,special personnel should be set up to supervise students' participation in the assessment,collect students' opinions and feedback,and give full play to students' power to supervise students' participation in the assessment.