Statistical Analysis Of Colleges And Universities Students’Teaching Assessment

With the deep development of the reform of higher education, the improvement of the quality has become a universal topic of higher education. As an important tool and the main form of evaluating teaching quality in colleges and universities, students’ teaching assessment has been widely adopted and valued. Domestic and foreign scholars have done a lot ofresearches on the importance, effectiveness and the construction of index system of students’ evaluation of teaching. However, researches on statistical analysis of results of students’ teaching assessment are rarely involved. Obviously, the results of students’ teaching assessment are complex and need appropriate statistical methods to dig out their hidden information, thus to provide empirical supports for students’ teaching assessment based on the statistical data. According to the objective teaching assessment data and follow the essence of teaching and learning law, the thesis tries to explore the hidden information that behind the results of students’ teaching assessment, aiming at provides strong empirical support for the problem-resolve of students’ teaching assessment.Specifically, through literature study, theoretical construction and data analysis, this thesis analyzes the potential information of the results of students’ teaching assessment. First of all, it uses variance analysis to analyze the differences among teacher engagement, academic types, semester and the students’teaching assessment results. Secondly, it uses independent samples t-test methods to analyze the difference between gender of teachers and the students’ teaching assessment results. Also, it uses variance analysis to analyze the difference between the engagement of the same classroom teachers and the students’teaching assessment results.This paper is divided into four chapters. In the first chapter, it focuses on the background, the significance of this study and the research from home and abroad on student evaluation of teaching. In Chapter Ⅱ, it describes the theory framework of student evaluation in university, including definition of students’ evaluation of teaching and theoretical basis. In Chapter Ⅲ, it analyses the results of college students’ evaluation on teaching. In the last chapter, conclusions of the study and the existing shortcomings are introduced. The results show that there are no significant differences between the scores of evaluation with teachers’ professional titles and gender. Students wouldn’t give high scores just because of the high title of teachers. It is the same case to teachers’ gender. There are significant differences between the results with subject type, the teaching assessment scores of management is significantly higher than science. The evaluation score of engineering is significantly higher than science. Students’ evaluation results of teaching in different semester have significant differences.