高职院校多元主体对教师课堂教学质量评价的公平性探析——以佛山职业技术学院为例  

Exploring Equity in the Evaluation of Classroom Teaching Quality by Diverse Stakeholders in Vocational Colleges--A Case Study of Foshan Polytechnic

作　　者：宋莹莹 庄蓁蓁 SONG Yingying;ZHUANG Zhenzhen(Foshan Polytechnic,Foshan 528000,China;Guangzhou Institute of Science and Technology,Guangzhou 510080,China)

机构地区：[1]佛山职业技术学院督导办公室,广东佛山528000 [2]广州理工学院计算机科学与工程学院,广东广州510080

出　　处：《江苏高职教育》2023年第5期83-92,共10页Jiangsu Higher Vocational Education

基　　金：广东省教育科学规划课题“基于公平度算法的高职院校教学质量评价体系的研究”(编号:2022GXJK601);广州理工学院课题“新工科视域下计算机专业教学质量评价体系的研究与实践”(编号:2022XBZ02);广州理工学院课题“基于OBE理念的计算机课程思政教学评价体系研究”(编号:2022JY004)。

摘　　要：课堂教学质量是保障高等职业教育人才培养质量的重要抓手,需要从校级督导、院级督导和学生等多元主体对教师课堂教学质量评估的公平性视角出发,分析不同主体评教结果的差异性。调研结果表明多元主体对同一教师客体评价的分数和排名均有一定程度的偏差,甚至有20%的教师在学生、校级督导、院级督导的评教排名中存在超过50%的差异幅度。三者之间的相关系数偏低,直接简单加权计算综合分数有失公平,必须考虑各个主体在评价标准、评价方法、评价参照物及评价权重方面的不同。可以采取设计教学质量评价指标体系、搭建规则设定和组织流程体系、构建基于公平度算法的教学质量平台等措施,解决高职院校课堂教学质量评价源头性的不公平问题,为高等职业教育的教学质量改革与教育评价创新提供参考框架。The quality of classroom teaching is an important tool for ensuring the quality of talent cultivation in higher vocational education.From the perspective of fairness in evaluating the classroom teaching quality by diverse stakeholders such as school-level supervisors,college⁃level supervisors,and students,this study analyzes the discrepancies in evaluation results among different entities.The results indicate that there is a certain degree of deviation in the scores and rankings provided by various stakeholders when evaluating the same teacher.Remarkably,even 20%of teachers exhibit differences exceeding 50%in their evaluation rankings by students,school⁃level supervisors,and college⁃level supervisors.The correlation coefficients among the three entities are relatively low.Directly computing a composite score through simple weighting is inequitable.The main challenge lies in the differences among stakeholders in evaluation criteria,methods,benchmarks,and weights.To address the root causes of inequity,measures such as designing a comprehensive system of teaching quality evaluation indicators,establishing rules and organizational processes,and constructing a platform with fairness algorithms for teaching quality assessment can be taken,so as to provide a reference framework for the reform and innovation of teaching quality and educational evaluation in higher vocational education.

关 键 词：多元主体 教学质量 公平性 高等职业教育 

分 类 号：G712[文化科学—职业技术教育学]