| Summary: | 碩士 === 淡江大學 === 教育政策與領導研究所碩士班 === 100 === Title of Thesis: Total pages:110
A study on the system of teaching assessment in universities in Taiwan.
Key words: Education evaluation, education assessment, feedback from courses, evaluation system
Name of Institute: Higher Education Division, Graduate Institute of Educational Policy and Leadership, Tamkang University
Graduate date: July, 2012 Degree conferred: M. Ed.
Name of student: Tzu-Yan Huang Advisor： Dr. Ying Chan
黃子嫣 楊瑩 博士Abstract:
This paper mainly, via adopting the methods of document analysis, comparative studies, and interviews, to explore the systems of teaching assessment in universities in Taiwan. Four universities, namely, National Taiwan University、National Taiwan Normal University、Tamkang University、Soochow University are chosen as examples of this study for the interview.
The main purposes of this study includes:
1.Investigating the start and development of the establishment of education evaluation systems in general universities in the countries.
1.Comprehending education evaluation systems established in different universities.
2.Focusing on education evaluation systems of specified schools and analyse education evaluations or contents of education criteria of those.
3.Understanding problems faced during the practice of education evaluation in specified schools and resolutions taken.
4.Concluding results of research and propose suggestions as reference for later improvements on education evaluation systems.
Conclusions of this research are as follows
1.The significance of education evaluation is being more concerned as more attention is paid to the quality of higher education.
2.The difference in when education evaluation come into effect in different universities.
3.All universities have carried out education evaluation under certain policies of the Ministry of Education, and the results of that are made as references for teachers’ evaluations.
4.Comparative analysis of education evaluations of the four specified universities.
Similarities
(1)Midterm evaluations and end of term evaluations are included in all four universities, but midterm evaluations are mainly used as references by teachers for improving their education methods.
(2)Education evaluation sheets in all four universities differ from course to course with different students.
(3)All four universities’ education evaluations are not compulsory for their students. Students could choose to fill in or not. This led to lack of evaluations.
(4)Completion of evaluations by students may be taken in consideration when analysing collected evaluations.
(5)Applications of statistical data taken from education evaluations of all four universities are mainly the same.
(6)Assistance measures are provided to teachers that are being evaluated poorly in all four universities.
Differences
(1)Methods of implementing education evaluation are not the same in all four universities.
(2)Ways for increasing completion of education evaluation of all four universities are not the same.
(3)Assistance measures provided to teachers who are evaluated as not that satisfactory are not the same in all four universities.
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