What are the methods of classroom teaching evaluation

The evaluation of classroom teaching refers to the evaluation activities of the object objects that appear in the implementation of classroom teaching. For the classroom teaching, what are the evaluation methods? The following is my collection of classroom teaching evaluation methods for you to learn.

Classroom teaching evaluation methods: standardized tests

This is the traditional way of academic testing, but also a very effective way. Standardized tests go through a series of basic procedures.

1. Define the goal of the test

Only by defining the goal of the test can we ensure direction and avoid blindness. The goal of the test is usually the goal of education, which is the teaching, learning, evaluation, supervision and examination of the **** the same basis. We have already described in detail some of the main educational objectives of modern teaching evaluation, and we will not repeat them here.

2. Determine the content of the test

Usually this is formed on the basis of content sampling and test objectives. Typically, this process consists of a two-way breakdown that determines the relative proportions of each content area covered in the test, the relative weight of each level of objectives in the test, and the relative weight of each level of objectives in each content area. A two-way breakdown usually consists of test objectives, test content, and weights. In the process of collecting test materials to follow the following principles: (1) test materials should be suitable for the purpose of the test; (2) test materials should be able to represent the entire content of the textbook; (3) test materials should be generalized; (4) test materials should be suitable for the level of the students and can identify the level of student learning; (5) test materials should be able to stimulate the students' motivation.

3. test design

The test design mainly includes the following aspects of work: (1) the test form of determination, that is, the test using the form of the problem; (2) the test questions form of determination, mainly subjective and objective questions of the two types; (3) the test of the specific type of questions to determine the preparation of questions, that is, to determine the subjective questions and objective questions of the specific form and the corresponding title Preparation; (4) the determination of the test questions; (5) the determination of the test time; (6) the arrangement of the test questions.

4. Technical analysis and appraisal of the test

The technical analysis and appraisal of the test includes the following three procedures. (1) Preparation of replicas and prediction. The former is a necessary step for important examinations; the latter hopes to obtain information about the candidates as a basis for quantitative analysis of the test. (2) The qualitative analysis of the test, mainly including quantitative and qualitative analysis. Quantitative analysis includes difficulty analysis, differentiation analysis, reliability analysis and validity analysis. (3) Standardization of tests. In the standardized test, different types of questions have different applications and design skills, there is a special account later, and will not be repeated here.

Classroom teaching evaluation methods: alternative evaluation

Alternative evaluation is developed on the basis of standardized tests, which is very different from traditional tests. The difference lies not only in the way the assessment is conducted, but also in the flexibility of the target audience. Alternative assessment can be used to assess students who are underperforming or restricted on traditional tests, and to help teachers make valid inferences about such students. Alternative assessments are also commonly referred to as performance assessments because they typically involve testing students' ability to apply prior knowledge and experience to solve novel problems and accomplish specific tasks. In the process of assessment, alternative assessment often requires the use of real-life or simulated assessment exercises to elicit initiating behaviors that are directly observed and judged by a high-level evaluator in accordance with certain criteria, mainly in the form of constructed response questions, written reports, essays, speeches, manipulations, experiments, data collection, and presentation of work. Therefore, it can be said that alternative evaluation emphasizes the students in a specific real or simulated life situation to complete a certain task, through the students in the task process of the specific performance and the results of the task to evaluate students.

Performance assessment, the portfolio assessment method, concept mapping, and gauging are all very important alternative assessment methods, which are described in detail later in the specific areas of assessment and will not be repeated here.

Classroom teaching evaluation methods: classroom observation and investigation

Classroom observation is a researcher with a clear purpose, with their own senses and relevant aids (observation form, audio and video equipment), directly (or indirectly) from the classroom to collect information, and based on the information to do the corresponding research. Classroom observation is the basic way to collect information, analyze the effectiveness of teaching implementation, and understand the teaching and learning behavior.

The content of classroom observation includes: the way of teacher-student interaction; the number of questions asked by the teacher and the type of questions and the students' response to the questions; the openness and exploratory nature of the teaching process; the spatial layout of the classroom, the class size, and other factors on the students' cognition, emotions, attitudes and behavior. The technical methods and instruments of classroom observation include: video and audio recordings of classroom teaching; selective classroom recording with time marking; seating chart method; questioning skill level checklist; Flanders Language Interaction Classification Scale; learning motivation questionnaire and interviews; and post-test analysis of learning effects.

Surveys are also a very important means of obtaining information about the evaluation of classroom teaching. Survey is a general term for a class of methods, according to different standards there are different methods of investigation, and different methods of investigation are suitable for the collection of evaluation information is also different, that is, different evaluation content needs to use different methods of investigation.

Classroom teaching evaluation methods: listening to class

This is an important way to get information about classroom teaching. Using this method of listening to the classroom, usually to do the following things.

1. Prior preparation

Prior preparation is, on the one hand, a prior agreement between the evaluator and the evaluated on matters such as time, place, mode, and focus of observation, and on the other hand, the evaluator needs to understand the teaching content and teaching objectives of the class and the teaching design of the class before listening to it, so as to reasonably determine the focus of the listening to the class. In addition, prior communication also helps to eliminate the anxiety of the evaluated person, so that he or she can try to maintain the natural state of teaching and reduce the components of artificial performance.

2. Classroom observation

In classroom observation, there can be both whole-process observation and focused observation. The former refers to the evaluator's all-round observation of the classroom teaching process. In the process of observation, the evaluator should not miss any detail, maintain a high degree of sensitivity to some special behaviors, and record and analyze these behaviors in a timely manner. Usually this type of observation is more difficult and requires the observer to have skillful observation skills and rich observation experience. Focused observation, on the other hand, refers to targeted observation and recording based on pre-determined observation priorities. In the observation process, the observer will often use some pre-prepared observation tools. Focused observation also includes the evaluator and the teacher to formulate the evaluation focus in advance, such as key students, key events, etc., in the classroom listening to the class consciously around these key elements for observation.

3. Classroom recording

Classroom recording is accompanied by classroom observation, there are usually two ways: one is the use of pre-selected or developed observation tools for recording, such as Flanders' interaction analysis system, etc.; the second is the descriptive recording method, which requires verbal and non-verbal recording in the classroom, the descriptive recording requires that the recording should be as far as possible to see and hear all content is recorded completely. The second is the descriptive recording method, which requires both verbal and non-verbal recording of the classroom. Of course, it is also possible to record in a focused way. In the recording process, attention should also be paid to the recording of some unintended events, these events and their handling can often reflect the behavior of the evaluator's motivation more clearly.

4. Classroom quick survey

There are two main types of common quick survey: one is a simple test questions, which can understand the student's learning acceptance; the second is a mini questionnaire, ask students some simple questions, such as? How many times did you raise your hand in class today are you willing to do group learning in class? Can you understand everything the teacher says? Are you satisfied with this class? etc.

5. Evaluation results of the feedback

Feedback on the results of the teacher's evaluation is often in the form of post-course discussions, and the main method is the evaluation interview. Generally speaking, the evaluation interview includes the following steps: (1) clarify the purpose of the evaluation interview, which helps to eliminate the concerns of the evaluator, so that it can speak freely; (2) let the evaluator explain the overall arrangement of the lesson, the idea and the degree of its realization, and self-evaluation against the evaluation criteria; (3) the evaluator according to the record of listening to the lessons pointed out that the strengths and shortcomings of the lesson, based on the evaluation criteria for the preliminary evaluation, put forward the improvement of the views of the teacher. Preliminary evaluation, put forward the views of improvement; (4) in the evaluated on the basis of the evaluator's evaluation and recommendations made by the evaluator, the two on the two sides of the problem of disagreement to discuss; (5) both sides to reach a *** knowledge, put forward the requirements for future classroom teaching.

Classroom teaching evaluation method: scale evaluation method

It refers to the method of evaluation of classroom teaching through the preparation of evaluation scales. When using the scale evaluation method in classroom teaching evaluation, the indicators or indicator system in the scale is the basis of evaluation. Indicators refer to specific, behavioral, measurable or observable evaluation content, that is, evaluation content based on measurable or observable requirements.

1. Procedures and techniques for designing the evaluation indicator system

The basic procedures for the design of the indicator system usually include three stages. (1) Diffusion stage. The main task of this stage is to decompose the educational objectives and put forward detailed preliminary indicators. Brainstorming and factor decomposition methods can usually be used in this stage. The former means that in the expert meeting, each expresses his or her own opinion, makes an impromptu speech, and initially proposes evaluation indicators. The latter refers to the evaluation indicators in accordance with the logical structure of the evaluation object itself level by level decomposition, the decomposition of the main factors as evaluation indicators, in the process of decomposition need to use a unified decomposition principles, and decomposition of the indicators in the upper and lower levels of the indicators should mirror each other, in accordance with the high to low level of the level of the level by level decomposition. (2) Convergence stage, i.e., the first proposed indicator system is appropriately summarized and screened. This process can use empirical method, survey statistics and fuzzy clustering method, and at the same time, it should follow some basic principles, i.e., the indicators should be important and independent, and the indicators should reflect the essential attributes of the evaluated objects. (3) Experimental revision, i.e., selecting appropriate evaluation objects for small-scale experiments, and according to the results of the experiments, revising the indicator system and assessment criteria for evaluation.

2. Determination of indicator weights

The weights refer to the different values assigned to each constituent indicator according to its importance and role in the indicator system. The weights represent the degree of importance of the evaluation indicators.

The determination of the weight of the indicators can be based on the key feature survey method, two-by-two comparison method, expert judgment average method and multiplier comparison method.

The key features of the survey method is to ask the respondents to identify the most critical from the alternative indicators provided, the most characteristic indicators, indicators for screening and find out the weight of the method. The two-by-two comparison method is to compare the indicators pair by pair, and to score, and then calculate the sum of the scores of the indicators. The average method of expert judgment is to ask experts to judge the importance of the identified indicators, and then take the average of the results of expert judgment as the weight of each indicator. Multiples of the law of comparison is to have determined the indicators, to the lowest degree of importance of each level of indicators as the basis for the indicators, counted as 1, and then the other indicators compared to it, to make the degree of importance of how many times the judgement, and then normalized, you can get the weight of the indicators of the level.

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