Research On Objectivity Evaluation Model Of Classroom Teaching Quality Based On Teaching Theory And Entropy Method

The quality of teaching is the lifeline of colleges and universities. Since theMinistry of Education released the Circular of Initiating Assessment and PilotProgram of Higher Engineering Education, several provinces had started theassessment of the level of operation, discipline and curriculum setting. In recentyears, with the development of society, the government implemented the policy ofeducation reform as expanding the enrollment of regular colleges and universities toenhance the quality of citizens, and help more students realize their wishes ofentering college and advance their education background. With the expandingenrollment and the increasing students, the quality of teaching becomes an issue towhich colleges and universities attach great importance. Various assessment systemsof the quality of classroom teaching are created in this trend. Assessment of teachingquality is a critical link of the quality control system of school education. Theassessing process includes a comprehensive inspection, evaluation and feedback ofteaching activity through various perspectives, levels and channels. However, theresult of assessment lacks the consideration about what can exert influence to theobjectiveness of classroom teaching. The author in this paper discusses about theobjective factors which can influence the assessment of classroom teaching, in orderto identify those primary factors which can produce objective and effectiveassessment to classroom teaching and teachers.The research of this paper mainly includes the following points：Firstly, the author indentifies the factors which will affect the objectiveness ofthe quality assessment of classroom teaching, through reading over files, interviewand survey. The statistic data of questionnaires are analyzed through MicrosoftOffice Excel2003and SPSS11.5for Windows. The analytic result gives theconclusion of some factors in the quality assessing process of classroom teachingaffecting the objectiveness of this assessment and the specific impacts of thosefactor exerted. Secondly, according to the statistics and answers of questionnaire, for reducingthe influence from those factors, the author decides to reduce the noise in the datawhich means that the author uses the Grubbs Criterion and Pauta Criterion in theoryof errors to identify abnormal data. The operator of assessment can choose themethod of average value, the assignment method of maximum and minimum factoror the method of combined record value to modify those abnormal data and achievethe preprocessing of data. After that, some experts will be introduced to balance thescoring method of students and preprocess the scores from students. This step alsomeans to establish a model of data adjustment based on experts’ knowledge.Meanwhile, the assessment is separated into several phases to reduce the influenceof those factors exerted on the result of assessment. In this way, the teachers canacquire evidence for reforming teaching and get motivation for teaching.Thirdly, the author analyzes some current models of quality assessment ofclassroom teaching. The analysis is based on the Nine Events of Instruction ofGagne and ARCS model of academic motivation. The author takes account of theprocedures of teaching and establishes an indicator system of quality assessment ofclassroom teaching. The system consists of three primary indicators and thirteensecondary indicators. The most important feature of this system is its objectiveness,so the author chooses an objective method to calculate weight using the learningmethod of maximum entropy weight to calculate weight level by level. In order toensuring the truth of the data, the author collects the assessment data of differentmajors, classes and grades. After normalizing data, the author uses the method ofmaximum entropy weight to get the weight vector of teaching preparation (ω11, ω12,ω13) and the generalized value of the object of assessment upon preparation T1i, theweight vector of teaching process (ω21, ω22, ω23, ω24, ω25, ω26, ω27) and thegeneralized value of the object of assessment upon teaching process T2i, the weightvector of the effect and feedback of teaching (ω31, ω32, ω33), the generalized value ofthe object of assessment upon the effect and feedback of teaching T3i, the weightvector of quality assessment of classroom teaching (W1, W2, W3) the generalizedvalue of the object of assessment upon quality assessment of classroom teaching Ti.Finally, an objective model quality assessment of classroom teaching is established. Fourthly, about the objective model of quality assessment of classroomteaching, the author uses Asp.net and SQL Server2005to develop the experimentalsystem and compares practical data for analyzing: the weight from the raw datawithout processing and the corrected weight based on experts’ balanced data.Additionally, according to the teaching process of teachers, the author uses the resultof a college acquired from the quality assessment model of classroom teaching andresult from the objective model to identify the effectiveness of the model datacorrection based on experts’ knowledge and the objective model of qualityassessment of classroom teaching.