University Teachers' Literacy of Teaching Assessment: Connotation, Challenges and Development Pathways(PDF)
《南京师大学报》（社会科学版）[ISSN:1006-6977/CN:61-1281/TN]
- Issue:
- 2024年04期
- Page:
- 47-57
- Research Field:
- 教育学研究
- Publishing date:
Info
- Title:
- University Teachers' Literacy of Teaching Assessment: Connotation, Challenges and Development Pathways
- Author(s):
- LI Xingzhou; TANG Wenxiu; WANG Zhiyong
- Keywords:
- high quality education; university teachers; teaching assessment literacy; teaching assessment agents
- PACS:
- -
- DOI:
- -
- Abstract:
- In the context of high-quality development in higher education, advancing the evaluation of higher education to better serve talent cultivation and improve teaching quality has become an inevitable choice and a fundamental demand for China. However, the current teaching evaluation system in Chinese universities often prioritizes management over development, which leads to the neglect of active participation from university teachers and fails to effectively address the issues related to teaching quality. To move beyond supervision and accountability towards autonomous teaching quality improvement, it is crucial for university teachers to recognize their roles as key participants in the evaluation process and enhance their own teaching assessment literacy. Teaching assessment literacy for university teachers refers to the ability to improve teaching quality through the effective collection of evaluation data, interpretation of evaluation results, and continuous enhancement of teaching practices based on assessments of their own teaching effectiveness and students' academic performance. In this process, university teachers should integrate factors such as the change of the times, national needs, school positioning, and disciplinary characteristics, with the training goal of cultivating high-quality professional talents as the guiding value. Three practical challenges have been identified in the current teaching assessment literacy of Chinese university teachers: a lack of intrinsic motivation for personal development, insufficient “effective support” within the school environment, and the oversight of teacher education. Addressing these challenges involves cultivating teaching assessment literacy among university teachers from the following three key aspects: empowering university teachers themselves, optimizing the organizational environment within universities, and reforming teacher education.
Last Update: 2024-08-25