A Review of Research on Theory and Practice of Higher Education Evaluation

DOI: https://doi.org/10.62517/jhve.202416235

Author(s)

Chuan Liu*

Affiliation(s)

Department of Foreign Languages, College of Modern Economics and Management, Jiangxi University of Finance and Economics, Nanchang, Jiangxi, China *Corresponding Author.

Abstract

As an important tool to improve the quality of education and promote the reform of education, the theory and practice of higher education evaluation has always been a hot topic. This study comprehensively analyzes the research progress in the theoretical basis, method and construction of evaluation system of higher education evaluation. The paper first reviews the purpose of higher education evaluation from the traditional summative evaluation to formative evaluation, analyzes the development process of educational evaluation, and discusses its theoretical framework, including cognitive evaluation theory, social cognitive evaluation theory, pragmatic evaluation theory, evaluation model, etc., emphasizing that evaluation should promote students' learning and cultivate self-evaluation ability and focus on the sustainability of students' lifelong learning. Furthermore, the practical methods of educational evaluation, including evaluation types, evaluation methods, such as quantitative evaluation, qualitative evaluation and comprehensive evaluation, and the implementation steps of evaluation are further discussed. Finally, the paper explores the application and rationality of performance evaluation in higher education and expounds the current development trend of educational evaluation, including the integration of diversified evaluation methods and evaluation tools based on modern educational technology.

Keywords

Higher Education Evaluation; Theoretical Basis; Practice Procedure; Limitations and Challenges

References

[1] Liu Bengu. Theory and Practice of Educational Evaluation. Hangzhou: Zhejiang Education Press, 2001. [2] Liu Zhijun. Classroom evaluation. Guilin: Guangxi Normal University Press, 2002. [3] Wu Gang. Modern Educational Evaluation Course. Beijing: Peking University Press, 2008. [4] Zhang Xilin. Review and Prospect of the Change of China's Higher Education Evaluation System -- Based on historical institutionalism perspective. Chongqing Higher Education Research, 2021(01): 77-86. [5] Jin Yule et al. The Reform and System Innovation of Educational Evaluation in the New Era. University Educational Sciences, 2021(01):13-25. [6] Zhou Wenye. Teacher Evaluation: What to Evaluate and How to Evaluate -- Interview with Professor Lee Shulman of Stanford University. Global Education Perspectives, 2019, 49 (12): 3-12. [7] Chai Kuangyou et al. Performance evaluation based on information technology: Concept analysis, components and classification framework. China Audio-visual Education, 2024 (2): 1-7. [8] Yang Xingbo. Research on the construction of Blended teaching evaluation index system in Higher Vocational Education. Journal of Heilongjiang Teacher Development College, 2019, 43(3): 104-107. [9] Zhao Rubin. Research on Educational Evaluation under the Background of Educational Evaluation Reform in the New Era. Journal of Hubei University of Economics (Humanities and Social Sciences Edition), 2024, 21(2): 123-127. [10] Ju Yucui. How to promote the integration of five children based on the evaluation of real situation problems. China Audio-Visual Education, 2021 (1): 14-19. [11] Wang Jian, Wang Zijun. Teacher evaluation Reform in the New era: from breaking "five" to establishing "Four". China Education Journal, 2021 (6): 88-94. [12] Wang zhan. Aesthetic Review of Pedagogy Stance. Educational Research, 2022(12): 26-30.