The Research On The Validity Of Students’ Evaluation Of Teaching In Higher Education

Students’ evaluation of teaching,which has been generally implemented in colleges and universities,is an important means to improve and guarantee the quality of education in universities,which offers an opportunity for students to participate in school management and highlights the dominant position of students in the teaching process.However,many scholars believe that students as learners,their’ attitudes and abilities affect objectivity and validity of the evaluation of teaching.They also hold that students’ evaluation of teaching cannot truly reflect the quality of teaching.So whether in theoretical research or practical operation,the objectivity and validity of students’ evaluation of teaching is controversial.To clarify the status quo of the validity of students’ evaluation of teaching,this research takes China University of Petroleum(East China)for example,using questionnaires,interviews,literature analysis and other research methods,conducting a thorough study on the effectiveness of teaching evaluation by students.The first chapter is the theoretical foundation for students’ evaluation of teaching.This section mainly defines some basic concepts of the paper and clarifies that students’ evaluation of teaching has a close theory relationship with stakeholder theory,Bloom’s theory of teaching evaluation and Humanism theory.The second chapter is the analysis of the validity of students’ evaluation of teaching based on the research of China University of Petroleum(East China).This section mainly analyses the validity of students’ evaluation of teaching from some aspects such as the position,effect,students’ attitude and ability of students’ evaluation of teaching.Studies suggest that on the whole,the objectivity and validity of students’ evaluation of teaching is firmly confirmed,which can be used to improve the teaching quality.Students should be the main body of evaluation of teaching.However,there are still many problems in the validity of students’ evaluation,for instance,the design of students teaching evaluation system is not scientific and reasonable;students’ feedback is not timely,either.Which affect the validity of the evaluation to some extent.The third chapter is the experience and enlightenment from the effectiveness of college students’ evaluation of teaching in the United States.In the United States,most of the universities have the exact purpose of students’ evaluation of teaching which is used many ways to advertise.Their evaluation time is flexible and they have different forms of assessment to ensure the validity of students’ evaluation of teaching.Their assessment index systems are various and the content of evaluation is scientific and reasonable.When it comes to the organization of the students’ evaluation of teaching,they organize and implement the students’ evaluation elaborately,such as the introduction of third parties to collect and process the students’ evaluation data scientifically.They use the results of the students’ evaluation of teaching based on different purposes which makes the best use of the assessment.The fourth chapter is countermeasure study of promoting the validity of students’ evaluation of teaching.This part offers countermeasures of promoting the validity of students’ evaluation of teaching from the status of the organization of the students’ evaluation of teaching,the design of the evaluation index,the students’ attitude of the evaluation and the feedback of the results of the students’ evaluation of teaching in three aspects,such as the department to organize the students’ evaluation of teaching,teachers and students.