教学评估的政策与程序.doc

Instructional Evaluation Policies and Procedures、Overview概述Since the beginning, instructions of higher education have struggled defining the very activity for which they claim excellence-teaching. Arguably, the American system of higher education was created to address the necessity of creating an educated citizenry to promote democratic principles. Within this evolving model of education a variety of pedagogy styles, disciplines (sub- disciplines and micro- disciplines too), and classroom assessment practices have complicated the effort to define excellent teaching. As our higher education institutions begin to respond to a long- muted call for greater accountability, the most demanded (and logical) appeal has focused on articulating quality instruction.从一开始，高等教育机构就想方设法界定所谓的优秀教学活动。美国高等教育可以说是为了强调在促进民主原则过程中，创造高素质民众群体的重要性。在这种教育发展模式下，各种教学风格、学科（分学科还有微学科），课堂评估实践使优秀教学更加难以释义。正如为了应对更加强烈的责问制，我们的高等教育机构开始回应长期沉默，而人们最强烈地（而且富有逻辑地）呼吁素质教育的明确阐述。.Statement of Best Practice for Quality Instruction素质教育最佳实践声明Based, in part, on the findings from the ad hoc Faculty Senate subcommittee on teaching best practices, the assessment community felt the following instructional best practices related closely to assessment of students. The following best practices for quality instruction have been largely derived from Chickering and Gamsons research.基于此，从某种意义上说，通过特设学院参议院小组委员会关于教学最佳实践的发现，评估小组认为以下的教学最佳实践与学生学习情况的评估有着最紧密的联系。以下的素质教育最佳实践大部分源于Chickering和Gamson的研究。1. Faculty must be accessible and responsive to students.学院必须贴近学生并及时回应学生Faculty must be accessible to students in the following contexts: in the classroom, outside the classroom, and at a distance. Faculty members must create an atmosphere that encourages students to discuss and ask questions. In addition, faculty must be reasonable available and visible to students outside of the classroom. Finally, faculty should interact with students through email and online discussion/ chat as required by course demands.学院必须在以下情境下贴近学生：教室内部，教室外部，以及在一定范围内。学院教职工必须创造一种激励学生展开讨论和提问的环境。而且，学院必须在教室外部在一定原因下让学生便于联系到并为之提供帮助。最后，学院应该根据授课要求的需要，通过电子邮件和网上交谈与学生互动。2. Faculty must encourage/ facilitate cooperation between students.学院必须鼓励/促进学生间的合作。Whenever possible, faculty must provide students with opportunities to engage in cooperative activities both inside and outside the classroom. Student- directed team efforts provide a rich ground for learning as well as important life skills in working with other professionals.只要有这种可能，学院必须为学生提供教室内外参与协同合作活动的机会。以学生为导向的团队合作不但为学生提供更广阔的学习天地，而且与其他的专业人员一起工作能让学生学到重要的生活技能。3. Faculty must encourage active learning.学院应该鼓励主动学习。Through meaningful assignments and assessments, knowledge- enriched lectures, and other activities that directly meet learning objectives, faculty members must encourage students to actively engage the subject material. This is best accomplished through discipline- appropriate interaction, opportunities for clarification and reflection, and meaningful assessment of learning.通过意义非凡的课外作业和学习评估、富含知识的演讲，和其他能够直接达到学习目标的活动，学院教职工必须鼓励学生积极地参与到主题材料中去。通过学科适当的互动、讲解澄清和反应的机会，以及意义非凡的学习评估，就能达到自主学习的效果。4. Faculty must provide timely and useful feedback.学院必须及时并有效地提供反馈。Faculty must conduct periodic evaluations throughout the semester to assist students in their learning and reinforce their progress. Evaluation should be periodic, as necessary, and directly linked to learning objectives and larger program- level objectives. All feedback must be provided to students as promptly as reasonably possible and should concentrate jointly on error and improvement.学院必须把定期的评估贯穿于整个学期中，来辅助学生的学习并强化学习的过程。评估作为必要条件，且与学习目标和较大的方案目标直接联系，应该定期进行。必须尽快并合理可能地为学生提供所有的反馈，而且应该连带性地把错误和改善集中起来。5. Faculty must communicate and commit to course expectations, objectives, and standards.学院必须传达并遵循课程预期、教学目标和标准。Faculty must develop, communicate, and apply expectations, objectives, and standards for the course that are appropriate to course level. Although specific expectations for fulfillment of course requirements should be clear and consistent, the application of high standards can be demonstrated implicitly through course requirements, content, course objectives, and explicitly through instructor feedback and elucidation.学院必须发展、传达和应用课程预期、教学目标和与课程程度相匹配的标准。虽然我们应该明确并始终如一地完成课程要求的特定要求，高标准的应用能通过课程要求、内容、课程目标含蓄地论证，通过教师的反馈和解释明确而详细地论证。6. Faculty must foster acceptance and respect for others.学院应该鼓励认同和尊重他人。Faculty should always exercise consideration and reasonability with every student. In addition, faculty members should demonstrate acceptance and respect for individuals of different racial groups, ethnicities, religions, sex, sexual orientations, or with physical challenges. Finally, faculty must take reasonable steps to assure that the classroom environment insures a level of respect for individual differences.学院应该始终对每个学生考虑周到且合情合理。而且，学院教职工应该接受并尊重具有不同不同种族、民族、宗教信仰、性别、性倾向或者具有体育特长的人。最后，学院必须采取合理的步骤，以确保课堂环境尊重个体差异。7. Faculty must be current in discipline-specific knowledge, methodology, and pedagogy.学院必须在特定学科知识、方法论和教育学上与时俱进。Faculty must maintain currency in discipline- specific knowledge/ research, methodology, and pedagogy by reading discipline- based journals, attending conferences, and actively engaging with other professionals. Faculty must constantly seek to improve teaching by applying discipline- specific innovations in knowledge/ research and familiarity with methodology to their course design, teaching strategies, and assessment methods.学院必须通过阅读基于学科的期刊、参加学术会议和积极与其他专家学者交流的方式，保持在特定学科知识/研究，方法论和教育学上与时俱进。通过申请在特定学科知识/研究上的创新及与他们课程设计、教学策略和评估方法上方法论的熟知，学院必须时常寻求提高教学的方法。8. Faculty must provide opportunities for reflection and integration.学院必须提供反映与一体化的机会。Faculty must encourage students to engage in critical reflection, analysis, and facilitate integration of mastered course learning objectives into larger contexts. Additionally, faculty must provide knowledge that promotes such reflective analysis and encourage students to have greater interest in the discipline and application to actual life/ work situations.学院必须鼓励学生参与到批判反映、分析和促进从掌握学科学习目标至更大背景下的一体化。而且，学院必须提供知识来促进如此的反映分析，鼓励学生在现实生活、工作中的学科和应用方面有更大的兴趣。Best Practices were approved by Faculty Senate on December 6, 2006.最佳实践于2006年12月6日通过学院参议院批准。. Statement of Policy政策声明The mission of Fort Hays State University specifically identifies instruction as its primary role and the Kansas Board of Regents supports this through the following policy: “Each state university shall make available to faculty a ratings instrument for securing students ratings of instruction in all appropriate courses. The instrument must be norm- referenced and corrected for major sources of bias as demonstrated by research.” There is a strong tradition of instructional quality at the university, which is created by diverse instructional techniques and systematic evaluation. The entire university community assists in creating a positive educational environment for students, but the primary responsibility ultimately rests with the faculty.富特海斯州立大学的使命特别阐明教学为其第一职责，且堪萨斯大学董事会通过以下的政策来支持这一点：“每个州立大学都应该为每位教职工提供等级评定工具，来确保在所有适当的课程都进行学生教学等级评定。工具必须是常规参考，且纠正偏差的主要来源以作为研究的论证。”通过多样化的教学技巧和系统的评价，学院的教学质量有着优良的传统。整个学院社区都在致力于为学生创建一个积极地教育环境，但是主要的责任最终归结于教职工。It shall be the policy of Fort Hays State University that teaching performance be regularly evaluated for instructional excellence. Forms of instructional evaluation must include qualitative and quantitative student ratings and may include peer, administrative, and self- evaluation. Instructional evaluation serves as critical information for effective faculty development and student learning. Responsibility for instructional evaluation ultimately rests with the Provost, and each department is charged with administering the evaluation. Instructional evaluation serves to foster and channel faculty development in the spirit of continuous improvement.富特海斯州立大学做了如下政策，为达到教学精益求精，应有常规的教学表现评估。教学评估的形式必须包括定性和定量的学生等级评定，而且可能包含同事互评、行政部门评估和自评。教学评估是有效的教职工发展和学生学习的重要信息。教学评估的责任最终在于教务长，且每个院（系）负责执行教学评估。教学评估致力于在不断进步的精神上，培养教职工并为教职工发展提供渠道。Policy statement was approved by Faculty Senate on October 6, 2008.政策声明于2008年10月6日通过学院理事会批准。. Procedures for Conducting Instructional Evaluation教学评估的管理程序The following guidelines shall be followed to insure the quality and integrity of instructional evaluation:如下的准则来确保教学评估的质量和诚信：1. The Provost, authorized to conduct regular instructional evaluation, has delegated this activity to CTELT. As the primary unit empowered to administer the instructional evaluation process, CTELTs mission encompasses the following responsibilities: scheduling, implementing, coordinating, and reporting. CTELT is also responsible for the assurance of the integrity of the evaluation instrument and all results.教务长被授权管理常规教学评估，已将此活动授权给CTELT。作为有权管理教学评估程序的主单位，CTELT的使命包括以下职责：制定计划，实施，协调和汇报。CTELT还对确保评估工具和所有结果的公正负责。2. Courses with KBOR course types of 0, 1, and 2 shall be evaluated each semester for every faculty member. Course of 3, 4, or 5 type may be evaluated with the approved instrument, and should be evaluated at least through peer- and self- evaluation processes. Departments will be provided with procedures for opt- out for 3, 4, and 5 type courses.0,1,2KBOR课程种类应在每个学期对每个教职工员工进行评估。3,4,5课程种类应用已审核的工具进行评估，且至少通过同事互评和自评环节。院（系）应为3,4,5课程种类提供推选程序。3. All 0, 1, and 2 type courses shall be evaluated, regardless of class size. When it is determined that a course has insufficient student enrollment as to jeopardize the anonymity and validity of the evaluation (e.g. in courses where 5 or fewer students are enrolled), faculty will not be required to report the results of the evaluation due to small sample error. Departments will be provided with the opportunity to opt- out of formal student evaluation if 5 or fewer students are enrolled in a 0, 1, or 2 type course. Departments may also find it desirable to utilize peer evaluation and self- evaluation in there cases.所有的0,1,2，课程种类都应参与评估，无论班级大小。若一门课程没有足够学生选择，势必对评估的匿名性和有效性造成影响（比如，只有5名或更少的学生选择一门课程），基于小样本误差，学院将无需提供评估的结果报告。若有5名或更少的学生选择0,1,2课程种类，院（系）将为正式的学生评估提供推选的机会。在此类情况下，院（系）进行同事互评和自评也是可取的。4. Instructional evaluation shall be standardized across the university. The use of a common set of questions is essential for assurance of quality. Instructional evaluation questions may change over time, but change to the evaluation tool should only occur after faculty input. Departments may find it beneficial to add a limited number of questions and are allowed that customization. The common core questions of instructional evaluation for on- campus and virtual classes must be the same. In addition, virtual courses shall add a limited number of questions dealing with the virtual learning environment.教学评估应在学院范围内规范化。为确保质量，一组常见问题的运用是必不可少的。随着时间的推移，教学评估问题会发生变化，但是只有当教职工输入计算机时评估工具才可发生改变。院（系）也许会觉得增加一定数量的问题比较有利，还会要求定制问题。对于在校学生和远程教育学生，教学评估的常规主要问题必须是一致的。而且，基于远程教育的学习环境，远程课程应增加一定数量的问题。5. Instructional evaluation shall be conducted and achieved electronically.教学评估应由电子设备进行并取得结果。6. KBOR policy requires that instructional evaluation control for known sources of bias. The process of norm- referencing at FHSU should adhere to the following principles:KBOR政策要求教学评估控制已知的偏差来源。富特海斯州立大学的常规参考程序应遵照如下原则：Norm-referencing is designed to measure and compare individual performance to those of an appropriate peer group (that is, norm group) at the university level.常规参照的设计师为了在学院范围内，测量和比较一个适当同类组（也就是，规范组）的个体表现。l Norm-referencing must include a census of courses for a designated and sufficient period of time. Ideally, at least two years of instructional evaluation data should be used to construct the weightings.l 常规参照必须包括在指定的时间和充足的期间内，课程的一个普查。理想的状态是，至少两年的教学评估数据来构建比重。l Norm-referencing should take into account existing sources of bias (required/elective, course level, academic discipline, student interest, student effort) and others as suggested by credible research. The process of norm-referencing must be open to discovery of changing sources of bias. Once the process of norm-referencing has occurred, a report of know (significant) factors of bias will be provided to the university community.l 通过可信的研究建议，常规参照应考虑到现有的偏差来源（必/选修，课程等级，学科，学生兴趣，学生努力）和其他事项。常规参照的过程应考虑到偏差的变数来源的发现。一旦常规参考的过程产生，一个关于偏差的知道（重要）因素的报告应提供给学院社区。l The outcome of norm-referencing is based upon comparative results. Faculty input on the sources of bias and the process of norm-referencing will improve the value of these efforts.l 常规参照的产出基于比较的结果。教职工输入的偏差来源和常规参照的过程将提高这些努力的价值。l Instructional evaluations for the previous two years shall be utilized for norm referencing.前两年的教学评估将被用于常规参照。7. Reporting instructional evaluation shall adhere to the MOA. The goal of reporting is to give as full a profile of faculty performance as possible through the use of a standard output easily interpreted by faculty, departments, and reviewing parties. Reliance on “single measures” to determine teaching effectiveness is not desirable. Given the importance of instructional evaluation, such information shall be considered confidential and all reasonable means shall be exhausted to protect the integrity of the evaluation ratings and comments. At a minimum, each faculty member must have access to the following information:教学评估的报告应依附于MOA。报告的目的在于，通过一个由教职工、院（系）和审查当事人诠释的标准产出的应用，提供尽可能全面的教职工表现的侧面评论。依靠“单一测量”来决定教学成效是不可取的。由于教学评估的重要性，上述的信息被认为是机密的，且为保护评估等级评定和评论的公正，要尽可能地运用所有合理的手段。至少，每个教职工必须能够获得以下信息：l Complete report of their performance, by course, on every item included in their instructional evaluation for each semester. Student comments for each class shall be processed and supplied to faculty when the quantitative results are available.l 分课程，按他们每个学期教学评估的每一项完成他们表现的报告。当定量结果得出后，每个班级的学生评论将被处理且提供给教职工。l Faculty must be able to see the aggregated instructional evaluation results for their department.l 教职工应能够看到该院（系）的教学评估结果汇总。l Graphic representation and statistical analysis will be facilitated by CTELT.l CTELT将提供图形表示和统计分析。In addition, the department chair, dean, and Provost will have access to the following information:而且，院长、系主任和教务长可获得下列信息：l All the information available for every faculty member granted appointment in their department.l 每个该院（系）已获得委任的教职工可获得的所有信息。l Aggregated instructional evaluation results for every other department and the university, by semester.l 按学期，每个外院（系）和学院的教学评估结果汇总。8. Instructional evaluation shall occur according to the following scheduling parameters (determined by the MOA):教学评估应在以下的调度参数下进行：l The formal instructional evaluation shall occur within the last three weeks of class, but prior to finals week. Additional instructional evaluations may be scheduled depending on the needs of the faculty and department. When the course term does not adhere to the full 16 week schedule, alternative arrangements will be made.l 常规教学评估应在期末考试周前的最后三周内进行。附加教学评估可根据教职工和院（系）的需求定计划。当课程时间未按照满课程时间16周安排，可进行附加教学评估。l Under no circumstances shall faculty have access to the results of their instructional evaluations until grades for courses have been entered.l 在任何情况下，课程的成绩还未被登入时，教职工不可获得教学评估结果。l Students shall have at least one week from the invitation until the instructional evaluation closes to complete the evaluation.l 从邀请参加教学评估到教学评估结束，学生应有至少一周时间来完成教学评估。l Faculty choosing to conduct instructional evaluation more than once in a semester shall use only the above mentioned guidelines in submitting instructional evaluation information for their tenure, promotion, or merit documents. Faculty members are required to submit only the regularly scheduled evaluation information for tenure, promotion, and merit review.l 对于在一学期中至少一次选择参加教学评估的教职工，在获得终身职位、晋升或奖励文书时，只能用以上提到的准则来提交教学评估信息。9. CTELT shall also be responsible for educating the university community on the process of conducting instructional evaluation (including, student, peer, and self-evaluation processes). In addition, CTELT will be responsible for providing information on interpretation of student evaluation results for faculty.在教学评估的进行过程（包括学生评估、同事互评和自评过程）中，CTELT还应负责为学院社区对整个过程进行培训。而且CTELT将负责为教职工提供学生评估结果的分析信息。. Instructional Evaluation Instrument教学评估工具From Fall 2007 through Fall 2009 a variety of campus stakeholders (including PC, CTELT, and Faculty Senate) were engaged in building a new instructional evaluation instrument. The questions were developed with the specific purpose of assessing instructional performance relative to the approved best practices for instruction. The final questions consist of the following items:从2007年秋季至2009年秋季，一系列的校园股份所有人（包括PC，CTELT和学院理事会）一直从事于构建一个新的教学评估工具。为了评定教学表现的特殊目的，相对于已通过的最佳实践的工具，制定此类问题。最终的问题包括以下项目：Student performance/Sources of Bias学生表现/来源的偏差1. Before taking this course, I was interested in the topic/course content.在参加此课程前，我对此话题/课程内容感兴趣。2. I believe that I put forth my best effort to learn in this course in a responsible way.我相信且我以很负责的方式，在学习此课程上做出我最大的努力。3. The grade I have earned in this course is consistent with the level of effort I have invested in the course.我在此门课程的得分与我对此门课程的努力相一致。Faculty Performance教职工表现1. My instructor provides meaningful and responsive student-faculty contact.我的导师提供意义深刻且有问有答的师生联络。2. My instructor encourages communication and/or cooperation among students.我的导师鼓励沟通和/或学生间的合作。3. My instructor engages students through activities, such as writing opportunities, class discussion, work in groups, or research tasks.我的导师让学生参与到各种活动中去，比如写作、课堂讨论、小组作业或研究任务。4. As a result of this course, my knowledge/skills in the subject increased.此课程结束后，我在此学科方面的知识增加了/技能增强了。5. My instructor gives feedback that helps me learn.我的导师提供的反馈帮助我学习。6. My instructor returns graded materials in a reasonable amount of time.我的导师在合理的时间内反馈分级材料。7. My instructor presents material consistent with the course syllabus.我的导师在提供材料的同时提供教学提纲。8. My instructor evaluates my performance consistent with the stated learning