教学评估的政策及程序.docVIP

Ⅰ、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。 Ⅱ.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 Gamson’s 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