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    Title: 我國大學校院教學評鑑制度之研究
    Other Titles: A study on the system of teaching assessment in universities in Taiwan
    Authors: 黃子嫣;Huang, Tzu-Yan
    Contributors: 淡江大學教育政策與領導研究所碩士班
    楊瑩;Chan, Ying
    Keywords: 教學評鑑;教學評量;課程反應意見;評鑑制度;Education evaluation;education assessment;feedback from courses;Evaluation System
    Date: 2012
    Issue Date: 2013-04-13 10:39:07 (UTC+8)
    Abstract: 論文名稱:我國大學校院教學評鑑制度之研究 頁數:110
    校系(所)組別:淡江大學教育政策與領導研究所 高等教育組
    畢業時間及提要別:100學年度第二學期 碩士學位論文提要
    研究生:黃子嫣 指導教授:楊瑩
    論文提要內容:
    本研究主要採用文件分析法、比較研究法及訪談法進行,談法是以臺灣大學、臺灣師範大學、淡江大學、東吳大學等四所案例大學教學評鑑相關業務之承辦單位人員為對象進行半結構式的訪談,旨在針對我國大學校院教學評鑑制度進行分析。本研究主要目的包含:
    一、探討我國一般大學校院教學評鑑制度建立的沿革發展。
    二、瞭解各大學校院所建置的教學評鑑機制。
    三、針對案例學校所建置之教學評鑑制度,分析其教學評鑑或教學評量表所涵蓋之內容。
    四、瞭解各案例學校在推動教學評鑑時所遭遇之問題,及採取之因應策略。
    五、綜合研究結果提出建議,期作為日後大學校院改進教學評鑑之參考。
    本研究之主要結論可歸納如下:
    一、隨著高等教育的品質愈受重視,教學評鑑的重要性愈受關注。
    二、各大學校院教學評鑑開始實施的時間與方式,不盡一致。
    三、受到教育部相關政策之影響,所有大學校院目前均有實施教學評鑑,其結果並做為教師評鑑之參考依據。
    四、四所案例學校教學評鑑之實施有同有異。
    (一)共同點
    1.四所學校教學評鑑都包括期中評量與期末評量二階段,但期中評量主要是供教師教學改進參考。
    2.四所學校教學評量表均依課程或對象而有不同版本之設計。
    3.四所學校教學評鑑之實施均係開放學生自由填答,並非強制所有學生均需填答,致均面臨填答率不高的困擾。
    4.四所學校教學期末評鑑結果之採計均會將學生填答率列入考量。
    5.四所學校在教學評鑑統計資料的應用方式上大致相同。
    6.四所學校對教學評鑑結果不佳之教師,均提供有輔導措施。
    (二)相異點
    1.四所學校教學評鑑之實施方式不同。
    2.四所學校教學評鑑所採提升填答率的方式不同。
    3..四所學校對評鑑成績不佳教師後續輔導方案不同。

    關鍵詞:教學評鑑、教學評量、課程反應意見、評鑑制度
    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.
    Appears in Collections:[教育政策與領導研究所] 學位論文

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