关注学习效果美国大学课程教学评价方法述评

Introduction

• Author: Zhao Juming, Professor and Doctoral Supervisor at Huazhong University of Science and Technology.

• Focus: Evaluation methods of college course instruction in the context of student-centered teaching reforms in American higher education.

Abstract

• Reviews major innovations in evaluation methods for college courses in American higher education, focusing on:

  • Formative evaluation

  • Rubrics

  • Classroom evaluation techniques

  • Authentic learning and effect assessment

  • Portfolios

• Discusses some concepts and theoretical issues in classroom learning effect evaluation based on the NILOA 2018 survey report, providing recommendations for Chinese universities.

Keywords

• Student-centered

• American undergraduate education reform

• Course effectiveness evaluation

• Classroom learning effect evaluation

Sections Overview

1. Basic concepts and theoretical issues related to learning outcome assessment (LOA).

2. Five types of evaluation methods:

   • Formative evaluation

   • Rubrics

   • Classroom assessment techniques

   • Authentic learning and effect evaluation

   • Portfolios

3. Overview and reflection on current LOA practices in American universities.

Understanding LOA

Terminology Distinctions

1. Assessment vs. Evaluation

   • Assessment (评估): Focuses on evaluating learning outcomes from a course instruction perspective.

   • Evaluation (评估): Concerned with the management perspective on educational quality.

   • Historically, America focused on evaluation from a management perspective before addressing assessment of student learning outcomes.

2. Assessment vs. Grading

   • Some educators mistakenly consider grading as a form of learning assessment.

   • Grading typically does not encompass the breadth of what assessment entails; assessment involves aligning teaching activities with learning goals to adapt instruction accordingly.

3. Learning Outcomes Terminology

   • The translation of "learning outcomes" (学习成果 vs. 学习效果) is crucial in differentiating between management-focused and teaching-focused evaluations.

   • Management perspective emphasizes graduation rates, retention rates, job placement rates.

   • Teaching-focused evaluation targets academic skills such as critical thinking, creativity, and technical skills achieved during the instructional process.

Measurement and Evaluation Challenges

Characteristics of Learning Outcomes

• Learning outcomes can be both short-term and long-term, complicating effective evaluation as some benefits only manifest after time.

Measurement Difficulties

1. Causality Issues: The relationship between teaching activities and their outcomes is seldom straightforward.

2. Statistical Methods Limitations: Typically used methods reveal correlations but fail to establish causality, raising concerns about the scientific validity of evaluations.

3. Reliance on Teacher Experience: Current evaluation practices often emerge from teachers' practical experiences rather than established scientific principles.

Innovative Methods in LOA

Technical and Institutional Support

• Utilization of educational technologies like learning management systems can ease data collection and analysis for LOA.

• Institutional support is crucial, providing recognition and resources for evaluation work.

Key References

1. Formative Assessment (FA)

   • Teachers continuously evaluate to understand students' learning status for timely feedback.

   • FA focuses on promoting student learning rather than merely assigning grades at the end of terms.

2. Rubrics

   • Rubrics help establish clear evaluation criteria for various courses, increasing objectivity and consistency in grading.

   • Students are encouraged to engage with the rubric process for clearer understanding of goals and expectations.

3. Classroom Assessment Techniques (CAT)

   • Various techniques to provide ongoing feedback about student performance in real time.

   • Foundational works mention numerous techniques categorized based on educational objectives.

4. Authentic Learning and Effect Evaluation

   • Engaging students in real-world situations for learning, fostering applicable skills in their future careers.

5. Portfolios

   • Students collect their best work illustrating their learning journey, emphasizing reflection and self-awareness in their academic progress.

Practical Reflection

• Experiences and lessons learned from NILOA’s 2018 survey on learning outcomes evaluation practices among American universities.

  • A substantial focus on aligning professional objectives with educational missions.

  • Various methods used in assessing learning outcomes, revealing a complex picture often dependent on the institution's nature and faculty involvement.

Suggestions for Chinese Universities

• Draw on the practices of American institutions to enhance local educational reforms emphasizing student-centered teaching and systematic learning outcome assessments.