“双一流”建设高校学位点自我评估的实践与探索——基于37所高校评估工作方案的分析
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摘要
学位点自我评估是高校内部质量保障体系的重要手段。通过分析37所"双一流"建设高校学位点自我评估工作方案的主要内容,发现大部分"双一流"建设高校基本建立了责权明确、分工较为合理的评估组织模式,采用内部评估为主、外部机构为辅的多元评估方式,根据人才培养和学科发展需要设计评估指标体系,评估结果与学科建设绩效投入有机结合。但尚未建成多元主体参与的评估组织模式,评估方式与教育行政部门要求难以契合,指标体系与教育行政部门抽评要素趋同,对评估结果的处理和利用不合理。建议重视和支持研究生和教师参与学位点自我评估,加强各种评估方式与教育行政部门要求的对接,构建特色鲜明、统筹协调的评估指标体系,加强自我评估与研究生教育改革之间的关联。
The self-evaluation of authorized degree programs is an important method of quality assurance in universities. Most " Double First-Class" Universities has formed clear and reasonable evaluation organization mode in responsibilities and rights,which adopted multiple evaluation methods,designed evaluation indicator system on the basis of talent training and discipline development,and combined the results and discipline construction. But the evaluation organization mode has not contained multiple participants. The evaluation methods aren't satisfied with the requirement of the education administrative department,the indicator systems are converged in key elements of evaluation and the treatments of results aren't reasonable. We should attach importance to postgraduate students and teachers in the evaluation,strength the relationship of different evaluation methods and education department,so that construct a distinctive and coordinated evaluation indicator system,and strengthen the relationship between self-evaluation and postgraduate education reform.
The self-evaluation of authorized degree programs is an important method of quality assurance in universities. Most " Double First-Class" Universities has formed clear and reasonable evaluation organization mode in responsibilities and rights,which adopted multiple evaluation methods,designed evaluation indicator system on the basis of talent training and discipline development,and combined the results and discipline construction. But the evaluation organization mode has not contained multiple participants. The evaluation methods aren't satisfied with the requirement of the education administrative department,the indicator systems are converged in key elements of evaluation and the treatments of results aren't reasonable. We should attach importance to postgraduate students and teachers in the evaluation,strength the relationship of different evaluation methods and education department,so that construct a distinctive and coordinated evaluation indicator system,and strengthen the relationship between self-evaluation and postgraduate education reform.
引文
[1]周玉清,黄欢,付鸿飞.以“双一流”建设引领研究生教育的改革与发展:“双一流”建设高端论坛综述[J].研究生教育研究,2016(3):1-6.
[2]黄宝印,徐维清,郝彤亮.大学评估:建立自我评估制度健全质量保证体系[J].中国高等教育,2015(11):7-9.
[3]张国栋,郁苗苗,张松,等.生命周期视角下的学位点评估体系及动态调整[J].学位与研究生教育,2016(7):1-5.
[4]研究生教育评估制度研究及体系构建课题组.国外研究生教育评估制度研究[M].上海:华东师范大学出版社,2015.
[2]黄宝印,徐维清,郝彤亮.大学评估:建立自我评估制度健全质量保证体系[J].中国高等教育,2015(11):7-9.
[3]张国栋,郁苗苗,张松,等.生命周期视角下的学位点评估体系及动态调整[J].学位与研究生教育,2016(7):1-5.
[4]研究生教育评估制度研究及体系构建课题组.国外研究生教育评估制度研究[M].上海:华东师范大学出版社,2015.