教师教学效果的电子过程评估与终结性评估差别的实证研究  

An Empirical Study on the Difference between Electronic Process Evaluation and Summative Evaluation of Teaching Effects

作　　者：李建国[1] 梁诗童 邓成方 曾元儿[1] LI Jianguo;LIANG Shitong;DENG Chengfang;ZENG Yuaner(School of Public Health and Management,Guangzhou University of Chinese Medicine,Guangzhou,Guangdong 510006)

机构地区：[1]广州中医药大学公共卫生与管理学院,广东广州510006

出　　处：《上海教育评估研究》2022年第6期66-70,76,共6页Shanghai Journal of Educational Evaluation

基　　金：广东省教育厅2020年教学改革项目“基于电子过程评估的《健康保险学》在线教学效果评测与质量保障研究”。

摘　　要：电子过程评估是采用数字化手段日常性地记录教师线上的教学行为,然后依照预定的指标给予评价,终结性评价是在学期结束时对教师教学行为的一次性评价,多数是人工操作的。文章采用2019-2020年G大学的40762份电子过程评估的数据与终结性评估的数据进行回归分析,发现两者存在显著性区别,而且发现这些区别与教师的职称高度相关。据此提出高校教师要注意线上教学的特点,参照电子过程评估的指标改进自己的教学,尤其是年轻教师;同时对电子过程评估提出要规范评估步骤、改进评估指标、自动地向老师进行教学情况反馈、加强评估结果对教师的激励等建议。Electronic process evaluation uses digital means to daily record teachers’online teaching behaviors and makes evaluation according to certain indicators,and summative evaluation makes one-off evaluation at the end of each semester,mostly done manually.In this paper,a regression analysis is conducted by using 40762 electronic process evaluation and summative teaching evaluation data of G University from 2019 to 2020.It is found that there are significant differences between the two and they are highly correlated with the title of teachers.Therefore,the university teachers should pay attention to the characteristics of online teaching,improve their teaching according to indicators of electronic process evaluation,especially young teachers.At the same time,electronic process evaluation should standardize its basic steps,improve evaluation indicators,automatically provide feedbacks and strengthen the incentive of evaluation results to teachers.

关 键 词：高等教育 教师评价 教学评价 电子过程评价 

分 类 号：G642[文化科学—高等教育学] G434[文化科学—教育学]