英国何以让高校教学更卓越?——追踪教学卓越与学生成果框架(TEF)的成效、反思与改进
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摘要
英国高等教育正在经历一场根本性的变革,政府围绕学生的选择,研发了教学卓越与学生成果框架(TEF),旨在向学生提供更高质量、透明公开和物有所值的高等教育服务。2016~2017年是TEF的首轮预期评估,英国政府通过对此次评估结果的全面考察,系统分析了院校获奖结果、学生参与特征和用户体验反响;深刻反思了评估指标的精准性与引导性、评估过程的差异性和适切性、评估架构的监管性和服务性等价值导向;相应改进了评估指标技术和功能、评估过程方法和模式、评估架构体系和机制。基于此,英国教学卓越与学生成果框架及其评估工作将对我国高校教学评估的目的、宗旨、技术、方法和主体等方面提供有益的启示。
The British higher education is undergoing a fundamental change. The government developed the Teaching Excellence and Student Outcomes Framework( TEF) based on the choice of students,aiming to provide students with higher education services which are higher quality,transparent,open and good valued. Year 2016/17 was a trial year of the TEF assessment. Through the comprehensive investigation,the British government analyzed the final award,student characteristics and higher education sector reaction; reflected deeply of the accuracy and guidance of the metrics,difference and relevance of the process,supervision and service of the framework;and improved the corresponding technology and function of the metrics,method and mode of the process,and system and mechanism of the framework. Based on these,the TEF of UK and its assessment provide useful references and inspirations for Chinese higher education teaching assessment on purposes,aims,technologies,methods and subjects.
The British higher education is undergoing a fundamental change. The government developed the Teaching Excellence and Student Outcomes Framework( TEF) based on the choice of students,aiming to provide students with higher education services which are higher quality,transparent,open and good valued. Year 2016/17 was a trial year of the TEF assessment. Through the comprehensive investigation,the British government analyzed the final award,student characteristics and higher education sector reaction; reflected deeply of the accuracy and guidance of the metrics,difference and relevance of the process,supervision and service of the framework;and improved the corresponding technology and function of the metrics,method and mode of the process,and system and mechanism of the framework. Based on these,the TEF of UK and its assessment provide useful references and inspirations for Chinese higher education teaching assessment on purposes,aims,technologies,methods and subjects.
引文
[1]Robbins L.The Robbins report[EB/OL].(1963-10-01)[2017-03-22].http://www.educationengland.org.uk/documents/robbins/robbins1963.html.p.8.
[2]Higher Education Police Institute,The Higher Education Academy.The HEPI-HEA 2015 Student Academic Experience Survey:Summary and recommendations[EB/OL].(2015-06-01)[2017-12-06].http://www.hepi.ac.uk/wp-content/uploads/2015/06/AS-PRINTED-HEA_Student-Academic-Experiance-Survey-Report_PRINT3.pdf.
[3]HESA Longitudinal Destinations Survey of 2010/11 graduates[EB/OL].(2012-01-01)[2017-12-06].https://hesa.ac.uk/pr2211.
[4]Department for Business,Innovation&Skills.The relationship between graduates and economic growth across countries[EB/OL].(2013-08-05)[2017-12-07].https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/229492/bis-13-858-relati onship-between-graduates-and-economic-growth-across-countries.pdf.p.8.
[5]Competition and Market Authority.Competition and regulation in higher education in England[EB/OL].(2015-06-24)[2017-11-08].https://www.gov.uk/cma-cases/competition-and-regulationin-higher-education-in-england.
[6][8][9][10][16][36][37][44][45][48]Department for Business,Innovation&Skills.Success as a Knowledge Economy:Teaching Excellence,Social Mobility and Student Choice[R].London:BIS,2016,5:11,44,44-45,45,15,63,15,64,35-37,8.
[7]Department for Business,Innovation&Skills.Summary of Consultation Responses[R].London:BIS,2016,5:4.
[11][15][17][18]Department for Education.Teaching Excellence and Student Outcomes Framework:analysis of final award[R].London:Df E,2017,10:8,9-10,18,24-27.
[12][31][32][35][41][43]Department for Education.Teaching Excellence and Student Outcomes Framework:lessons learned from Year Two[R].London:Df E,2017,10:12,36,47-48,45-47,47-48,47-48.
[13][14]JOHNSON J.Universities opt in to the teaching excellence framework[EB/OL].(2017-01-27)[2017-12-12].https://www.gov.uk/government/news/universities-opt-in-to-the-teachingexcellence-framework.
[19][20][21][22][23][24][26]PARR C.Teaching excellence framework(TEF):higher education sector reaction[EB/OL].(2017-06-22)[2017-12-16].www.timeshighereducation.com/blog/teaching-excellence-framework-tef-higher-education-sector-reaction.
[25][28]PARR C.Students“not enthusiastic”about teaching excellence framework[EB/OL].(2016-05-24)[2017-02-08].www.timeshighereducation.com/news/students-not-enthusiastic-aboutteaching-excellence-framework-tef.
[27][29]HAVERGAL C.TEF:how much attention will students pay to the results?[EB/OL].(2017-06-22)[2017-12-08].www.timeshighereducation.com/blog/tef-how-much-attention-willstudents-pay-results.
[30][34][39][42]Department for Education.Teaching Excellence and Student Outcomes Framework:analysis of metrics flags[R].London:Df E,2017,10:11-14,10,7,10.
[33][38][40][46][47]JOHNSON J.Speech to UUK annual conference[EB/OL].(2017-09-07)[2017-11-30].https://www.gov.uk/government/speeches/jo-johnson-speech-to-uuk-annualconference.
(1)为更好地反映TEF一直专注于学生成果,从2017年10月开始,TEF的全称将由“教学卓越框架(Teaching Excellence Framework)”改为“教学卓越与学生成果框架(Teaching Excellence and Student Outcomes Framework)”。考虑到许多教育机构和第三方目前在积极地与学生沟通有关TEF的信息,为保持连续性,避免混乱,教学卓越与学生成果框架的缩写将继续使用“TEF”。
(2)瑞士洛桑国际管理发展学院(International Institute for Management Development,简称IMD)世界竞争力中心每年都要发布《世界竞争力年报》,IMD是一种区域竞争力判断标准。
(3)英格兰高等教育拨款委员会(HEFCE)区域参与(Participation of Local Areas,简称POLAR)分类方法,主要考察英国各地的年轻人参与高等教育的可能性,并展示了这种情况是如何因地域而异的。
(4)英国国家学生调查(National Student Survey,NSS)始于2005年,是一项针对英格兰、苏格兰、威尔士和北爱尔兰本科毕业生调查。
(5)英国高等教育统计局(Higher Education Statistics Agency,HESA)是收集、分析和传播英国高等教育定量信息的官方机构。
(6)个人学习记录(Individual Learner Record,ILR)是英国关于继续教育和基于工作的学习的数据集,由英国技能基金组织(Skills Funding Agency)和教育基金组织(Education Funding Agency)向英国继续教育系统各机构收集。
(7)高校毕业生去向(Destination of Leavers from Higher Education,DLHE)是一项针对从英国和欧盟高校毕业6个月的毕业生的调查,主要调查他们在这一时期内从事工作的类型或进一步学习的情况,包括他们的收入情况。
[2]Higher Education Police Institute,The Higher Education Academy.The HEPI-HEA 2015 Student Academic Experience Survey:Summary and recommendations[EB/OL].(2015-06-01)[2017-12-06].http://www.hepi.ac.uk/wp-content/uploads/2015/06/AS-PRINTED-HEA_Student-Academic-Experiance-Survey-Report_PRINT3.pdf.
[3]HESA Longitudinal Destinations Survey of 2010/11 graduates[EB/OL].(2012-01-01)[2017-12-06].https://hesa.ac.uk/pr2211.
[4]Department for Business,Innovation&Skills.The relationship between graduates and economic growth across countries[EB/OL].(2013-08-05)[2017-12-07].https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/229492/bis-13-858-relati onship-between-graduates-and-economic-growth-across-countries.pdf.p.8.
[5]Competition and Market Authority.Competition and regulation in higher education in England[EB/OL].(2015-06-24)[2017-11-08].https://www.gov.uk/cma-cases/competition-and-regulationin-higher-education-in-england.
[6][8][9][10][16][36][37][44][45][48]Department for Business,Innovation&Skills.Success as a Knowledge Economy:Teaching Excellence,Social Mobility and Student Choice[R].London:BIS,2016,5:11,44,44-45,45,15,63,15,64,35-37,8.
[7]Department for Business,Innovation&Skills.Summary of Consultation Responses[R].London:BIS,2016,5:4.
[11][15][17][18]Department for Education.Teaching Excellence and Student Outcomes Framework:analysis of final award[R].London:Df E,2017,10:8,9-10,18,24-27.
[12][31][32][35][41][43]Department for Education.Teaching Excellence and Student Outcomes Framework:lessons learned from Year Two[R].London:Df E,2017,10:12,36,47-48,45-47,47-48,47-48.
[13][14]JOHNSON J.Universities opt in to the teaching excellence framework[EB/OL].(2017-01-27)[2017-12-12].https://www.gov.uk/government/news/universities-opt-in-to-the-teachingexcellence-framework.
[19][20][21][22][23][24][26]PARR C.Teaching excellence framework(TEF):higher education sector reaction[EB/OL].(2017-06-22)[2017-12-16].www.timeshighereducation.com/blog/teaching-excellence-framework-tef-higher-education-sector-reaction.
[25][28]PARR C.Students“not enthusiastic”about teaching excellence framework[EB/OL].(2016-05-24)[2017-02-08].www.timeshighereducation.com/news/students-not-enthusiastic-aboutteaching-excellence-framework-tef.
[27][29]HAVERGAL C.TEF:how much attention will students pay to the results?[EB/OL].(2017-06-22)[2017-12-08].www.timeshighereducation.com/blog/tef-how-much-attention-willstudents-pay-results.
[30][34][39][42]Department for Education.Teaching Excellence and Student Outcomes Framework:analysis of metrics flags[R].London:Df E,2017,10:11-14,10,7,10.
[33][38][40][46][47]JOHNSON J.Speech to UUK annual conference[EB/OL].(2017-09-07)[2017-11-30].https://www.gov.uk/government/speeches/jo-johnson-speech-to-uuk-annualconference.
(1)为更好地反映TEF一直专注于学生成果,从2017年10月开始,TEF的全称将由“教学卓越框架(Teaching Excellence Framework)”改为“教学卓越与学生成果框架(Teaching Excellence and Student Outcomes Framework)”。考虑到许多教育机构和第三方目前在积极地与学生沟通有关TEF的信息,为保持连续性,避免混乱,教学卓越与学生成果框架的缩写将继续使用“TEF”。
(2)瑞士洛桑国际管理发展学院(International Institute for Management Development,简称IMD)世界竞争力中心每年都要发布《世界竞争力年报》,IMD是一种区域竞争力判断标准。
(3)英格兰高等教育拨款委员会(HEFCE)区域参与(Participation of Local Areas,简称POLAR)分类方法,主要考察英国各地的年轻人参与高等教育的可能性,并展示了这种情况是如何因地域而异的。
(4)英国国家学生调查(National Student Survey,NSS)始于2005年,是一项针对英格兰、苏格兰、威尔士和北爱尔兰本科毕业生调查。
(5)英国高等教育统计局(Higher Education Statistics Agency,HESA)是收集、分析和传播英国高等教育定量信息的官方机构。
(6)个人学习记录(Individual Learner Record,ILR)是英国关于继续教育和基于工作的学习的数据集,由英国技能基金组织(Skills Funding Agency)和教育基金组织(Education Funding Agency)向英国继续教育系统各机构收集。
(7)高校毕业生去向(Destination of Leavers from Higher Education,DLHE)是一项针对从英国和欧盟高校毕业6个月的毕业生的调查,主要调查他们在这一时期内从事工作的类型或进一步学习的情况,包括他们的收入情况。