摘要
成果导向的课程评价是课程质量监控的核心,是教育系统内部质量保障的基础。文章在分析课程评价重要性的基础上,提出了一种“两级两维”的课程评价机制。该机制包含课程前置评价和课程评价两级、主观定性评价和客观定量评价两维。多个工程类专业的实践表明该机制不仅能够兼顾对课程目标的合理性评价和达成性评价,而且集成客观成绩评价和学生主观自评的信息,保证评价结果的合理、全面和准确。
Outcome-Based curriculum evaluation is the core of curriculum quality monitoring,and the basis of internal quality assurance in an education system.Based on the analysis of the importance of curriculum evaluation,this paper proposes a"two-level and two-dimensional"curriculum evaluation mechanism.The"two-level"includes pre-course and course evaluations,while the"two-dimension"includes subjective qualitative and objective quantitative evaluations.From the practices of several engineering programs,it is shown that the mechanism can not only take into account the rationality and attainment evaluations of the course outcomes,but also integrate the information of course assessment scores and students'self-evaluation to ensure the evaluation results are reasonable,comprehensive and accurate.
出处
《高教学刊》
2020年第13期80-85,共6页
Journal of Higher Education
基金
广东省高等教育教学改革项目“基于OBE的自动化专业ESP课程教学改革与实践”(粤教高函[2018]1号、广工大教字(2017)101号)
“新工科理念下地方工科院校课程体系评价及优化-以电子科学与技术专业为例”(粤教高函[2018]180号)
广东工业大学校级专业持续改进教育教学项目“美国和加拿大工程教育持续改进机制的研究与借鉴”(广工大教字(2018)148号)、“土木工程专业毕业设计指导书持续改进”(广工大教字(2018)148号)。
关键词
成果导向教育
学习成果
课程评价
课程目标
课程目标达成
Outcome-Based Education
learning outcomes
curriculum evaluation
course outcomes
attainment of course outcomes
作者简介
邢延(1968-),女,汉族,湖北黄梅人,博士,副教授,研究方向:模式识别与智能系统。
