Research On The Quality Improvement Of Undergraduate Process Learning Evaluation Service

With the advancement of higher education evaluation reform and the high-quality development trend of higher education,process learning evaluation with its advantages of "emphasizing process and promoting development" has become an indispensable and important practice of China’s education evaluation reform and high-quality development of higher education,the Ministry of Education requires colleges and universities to strengthen the management of undergraduate learning process,increase the proportion of process assessment of undergraduate course learning,China’s 2020 issued "Deepening the Overall Plan for Educational Evaluation Reform in the New Era" also proposed to strengthen process evaluation.Process learning evaluation has gradually become the main way of student learning evaluation in China.The quality of process-based learning assessment service is an important factor affecting the implementation effectiveness of process-based learning assessment,which will greatly affect students’ experience and enthusiasm for participation in learning assessment,and then have an impact on students’ learning.Here,a research on the improvement of the service quality of process learning assessment is carried out,aiming to understand students’ expectations for service quality and meet their needs for process learning assessment services,so as to play the educational function of evaluation.On the basis of combing the relevant literature of process learning evaluation and service quality at home and abroad,the research methods such as interview method,questionnaire method,statistical analysis,structural equation model and other research methods,and with the help of service quality gap theory and SERVQUAL measurement theory,the service quality model and index system of undergraduate process learning evaluation were constructed from seven dimensions: tangible,clear,authentic,impartial,guaranteed,empathetic and development.Using this index system,the expectations and perceptions of undergraduate students’ quality of process learning evaluation service quality were investigated,and the results showed that the correlation between each secondary index and the overall evaluation of undergraduate process learning evaluation service quality could be ranked from the largest to the smallest for teachers’ evaluation skills and feedback,providing care and personalized services,fairness,development,authenticity,tangibility and clarity.Undergraduates’ expectations for the overall and dimensional service quality of process learning evaluation are higher than perception,and there is a significant difference between the perceived mean and the expected mean,and the service quality of undergraduate process learning evaluation needs to be improved.There were no significant differences in gender,grade and class size between the secondary indicators and the overall service quality gap of process learning evaluation.There were significant differences in the professional aspects of tangible indexes,and the significance of applied hard science and pure hard science was higher than that of pure soft science and pure hard science.There were no significant differences in other indicators and the overall service quality gap of process learning evaluation.The results of the Importanceperference Analysis quadrant show that "fairness" and "clarity" fall in the first quadrant(high expectations/high perception)-areas of strength that continue to be continued;"Assurance" and "empathy" fall in the second quadrant(high expectation/low perception)-focusing on the area of action;"Developmentality" and "authenticity" fall in the third quadrant(low expectation/low perception)– the area where awareness and action are both important;"Tangibility" falls in the fourth quadrant(low expectation/high perception)– the area of deeper awareness.This points out the direction for the improvement order and measures of all aspects of the quality of undergraduate process learning assessment services: "guarantee" and "empathy" are the primary tasks to improve the quality of undergraduate process learning assessment services,and immediate action is needed to improve them;"Developmental" and "authenticity" indicators not only need to be improved,but also need to be followed up in action;The implementation of the "equity" and "clarity" indicators cannot be achieved in one fell swoop,and requires sustained efforts;"Tangible" indicators need to be better understood in order to improve quality.In view of the survey results,it is suggested to improve the quality of undergraduate process learning evaluation services from four aspects: strengthening students’ main position in evaluation,creating a good environment conducive to evaluation,encouraging teachers to improve personal evaluation literacy,creating a good evaluation environment,and realizing the function of evaluation education.