The Research On Undergraduate Evaluation Indicator System In China

With the establishment of Ministry of Education's system of the evaluation on colleges and universities, the teaching quality assessment has been going well across the country, and till the spring of the year of 2008, the first round of the teaching quality assessment has ended, to which much attention was given by the public. The actions demonstrates that the undergraduate teaching quality assessment can strengthen the government's macro-guidance and management of the higher education, help the colleges and universities set up a sound mechanism of self-management, self-monitoring and self-development, and facilitate the improvement of the colleges and universities' educational standard and the teaching quality. But there are a lot of aspects to revise and perfect because we are on the immature stage about the teaching quality assessment of the colleges and universities.In this paper for the problems existing in the first round of the undergraduate teaching quality assessment, some conception is made sense, and also the background and the developing process of the teaching quality assessment of our country are offered here. The present teaching quality assessment indicator system is shown and explained, the problems of which are analyzed. And the reasons for the existent problems are offered. The problems are defined as follows: The criteria are single and the classified guidance cannot be carried out effectively. The orientation of the teaching quality assessment indicator system to some extent deviates from the right way. More attention is given to the conditions indicators than the results indicators. The descriptions of some criteria are ambiguous, and some intersects and overlaps. The answers to the extent problems lie in the four aspects: firstly, the traditional cultural values offer a deep influence; secondly, the building up of the evaluation theory cannot keep abreast of the developing pace; thirdly, the government's policies' restraint and unsound assessment system; fourthly, there is a shortage of the educational evaluation talents.Aimed at these problems, with learning from the foreign countries' experience, the solutions are put forward to better the undergraduate teaching quality assessment indicator system. The measures are listed as following: firstly, make clear the guiding ideology of the assessment; secondly, strengthen the meta-evaluation; thirdly, classify the assessment indicator system; fourthly, strengthen the assessment of student learning outcomes; fifthly, the indicator system should be a combination of quantitative and qualitative; sixthly, specify the indicator system language.