Good international lit review in {Wang & Yang, 2007}
QAA UK
14 In China, higher education evaluation was started up as a trial activity in 1985, and the first regulation on higher education evaluation was issued in 1990 as the Draft Regulation of Higher Education Institution Evaluation. In 2003, the MoE drafted an evaluation plan for tertiary colleges, which is implemented by each provincial education office; the MoE makes periodic checks on the implementation work. Recent developments in the evaluation of higher education include the establishment in 2004 of the Higher Education Evaluation Centre (HEEC) of the MoE. The main responsibility of HEEC is to organise and implement the evaluation of bachelor's degree programmes offered in institutions of higher education.
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{XXX, n.d.}
优秀教学 since 1989
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{Xiufang Wang, 2003}
5 aspects:
- improving textbook and curriculum structure
- constructing training bases
- adjusting list of specialities
- establishin assessment system of teaching and research work
- setting regulations governing awards for instructional achievement
in 1996: State Education Commission "project of improving text and curriculum structure to meet the challenge of the 21st century in higher education". training bases in key universities, let instructional reform in some key disciplines and some key universities and colleges be carrid a step further so bases will become models for facilitating even more advanced new practies.
in 1995-1996 an experiment done in assessing model teaching work at unis and colleges. aim to put quality improvement efforts into key proets, successful. helped experimental universities and colleges pay more attention to the quality of taching and raised their management efficiency.
more satiscatory teaching awards have also been studied for their power to motivate teachers, administrators, and auxiliary staff members. "Regulations for the award for instructional achievement" State Council 1994. significantrole in motivating teachers to improve the quality of their teaching.
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{HEEC, n.d.}.
In 1995, separate types of “University Evaluation Standards Project” were issued for the evaluation of six different categories of institutions: comprehensive universities, industrial colleges, agricultural and forestry colleges, medical colleges, finance and economics colleges, and foreign Languages colleges. All new baccalaureate degree-granting colleges were required to undergo the Evaluation, with three evaluation outcomes: “Accepted”, “Accepted with Conditions” and “Not Accepted.” By the end of 2002, around 192 institutions completed the Evaluation.
From the end of 1995 to 2001,16 universities and colleges voluntarily applied to undergo the Exemplanary Evaluation, which had the following resultant categories: “Excellence,” “Conditional Pass” and “Not up to Excellence.”
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{Chang accountab high ed}
accountability in teaching! even in the past, teaching was highly valued within Chinese culture. every year since late 1990s, MOE randomly selects a few universities for teaching audit which includes teacher performance, portfolios, textbooks, student assignments,teaching records and examination papers. All levels of unis. Some provinces/cities (like Shanghai) also does this. Student evals by undergrads, collected by centralized office. Nothing for postgraduate levels. Lecturers receive feedback from administration - sometimes made public. Senior personell, attend lectures to make observation. Effect seen as negative by most respondents. Maintaining quality harder as workload/enrollment increases.
National and regional awards for teaching - national are very prestigious but limited. Also diplomacy involved, MOE tries to balance to different unis. NU: yellow cards and red cards. teaching incidents. 15 minutes late: t incident. Several incidents = trouble. Issue: difficulty of defining and measuring good teaching. NUST: scores given by students will be released, teachers feel more pressure. if students always give low marks, older teachers will listen in, everyone knows they have a problem.
not for postgraduate teaching - considered research. "within the family"
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{HEEC, n.d.}.
From 1998 to the end of 2001, 26 universities and colleges underwent Random Evaluation, with four resultant categories: “Excellent,” “Good,” “Accepted,” and “Not Accepted.”
In 2002, the above two types of evaluation were combined into one: “Evaluation of University Baccalaureate Programs Project,” with four resultant categories: “Excellent,” “Good,” “Accepted,” and “Not Accepted.” The first three categories are good for 5 years. As of the end of 2004, some 116 universities and colleges completed this Evaluation.
In 2003, “Action Plan of Education Innovation 2003-2007” makes it clear that all higher education institutions undergo the quality evaluation every five years.
From 2003, MOE drafted an evaluation plan for tertiary colleges. The evaluation is implemented by each provincial education department, and the MOE will make periodical checks on the implementation work. By the end of 2004, about 107 universities and colleges have completed the evaluation.
The establishment of the Higher Education Evaluation Center (HEEC) of the Ministry of Education in August 2004 marks a new stage for the development of a systematic and professional evaluation system of higher education in China.