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ERIC Number: EJ858909
Record Type: Journal
Publication Date: 2009
Pages: 5
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1061-1932
Three Cognitive Issues Related to Evaluation of Institutions of Higher Education
Zhentian, Liu
Chinese Education and Society, v42 n2 p58-62 Mar-Apr 2009
China's evaluation of undergraduate teaching work at institutions of higher education began in 1994 and has proceeded for thirteen years now. The evaluations have had a positive effect in such aspects as promoting teaching, reform, and administration and improving quality at institutions of higher education and have been widely acknowledged in society. At the same time, however, people have voiced opinions about the evaluation, among which are comments about the presence of fraud, deceit, formalism, and other relatively superficial issues in the course of the evaluation, as well as explorations into more deep-seated theoretical issues such as how evaluation relates to the essence of college and university education, teaching order, and autonomy. Superficial issues are easily resolved, but failure to resolve the more deep-seated issues will not only make it impossible to effectively explain why evaluation of teaching work at institutions of higher education are possible in theory, but will also be detrimental to the sustained and healthy development of evaluation work in practice.
M. E. Sharpe, Inc. 80 Business Park Drive, Armonk, NY 10504. Tel: 800-541-6563; Fax: 914-273-2106; e-mail: info@mesharpe.com; Web site: http://www.mesharpe.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China