At the Higher Education Teaching Evaluation Center of the Ministry of Education.
Evaluation of higher education in China
1985 The State Education Commission issued the Notice on Carrying out Evaluation Research and Pilot Work of Higher Engineering Education, and some provinces and cities started the pilot work of evaluating the running level, specialty and curriculum of colleges and universities.
From 65438 to 0990, the State Education Commission promulgated the Interim Provisions on Higher Education Evaluation, which clearly defined the nature, purpose, task, guiding ideology and basic form of higher education evaluation. This is the first regulation on higher education evaluation in China.
At the beginning of 1994, the state education commission began to evaluate the undergraduate teaching level of ordinary colleges and universities in a planned and organized way. From the development process, undergraduate teaching evaluation in colleges and universities has gone through three forms: qualified evaluation, excellent evaluation and random level evaluation. The qualification evaluation started at 1994. This assessment method is mainly used in newly-built schools with short undergraduate education history and weak foundation after 1976. The purpose is to make such schools reach the basic school-running level and quality standards stipulated by the state, help such schools to further clarify their guiding ideology, strengthen the teaching capital construction and improve the teaching management level. The evaluated schools are designated by the State Education Commission. Excellent evaluation began in 1996, which is mainly used in about 100 schools with long undergraduate education history, good foundation and high work level. The main purpose is to promote the deepening reform and school-running characteristics of such schools. The evaluated school is determined by the State Education Commission according to the application of the school. The evaluation of randomness level began in 1999, which is mainly aimed at ordinary colleges and universities between the above two types of schools. The evaluated schools were randomly selected by the Ministry of Education (1998, renamed the Ministry of Education by the State Education Commission).
In 2002, the Ministry of Education merged three programs: qualified evaluation, excellent evaluation and random level evaluation into one program, that is, the current undergraduate teaching level evaluation program in ordinary colleges and universities. The conclusions of undergraduate teaching level evaluation in colleges and universities are divided into four categories: excellent, good, qualified and unqualified. By the end of 2004, a total of 1 16 colleges and universities had adopted this scheme for evaluation.
In 2003, the Ministry of Education clearly put forward a "five-year round" evaluation system for the teaching level of ordinary colleges and universities in the Action Plan for Revitalizing Education from 2003 to 2007.
In 2003, the Ministry of Education formulated an evaluation plan for the talent training level of higher vocational colleges, and began a pilot evaluation of 26 higher vocational colleges. Since 2004, the Ministry of Education has decided that the education departments (education committees) of all provinces, autonomous regions and municipalities directly under the Central Government should be responsible for the evaluation of higher vocational colleges in the region. The Ministry of Education shall formulate an evaluation plan, which shall be organized and implemented by the provincial education administrative departments, and the Ministry of Education shall regularly check the evaluation conclusions of the provinces. By the end of 2004, there were 107 colleges and universities in the evaluation of talent training level in higher vocational colleges.
In August 2004, the Higher Education Teaching Evaluation Center of the Ministry of Education was formally established. The establishment of five-year evaluation system and evaluation center marks the beginning of standardized, scientific, institutionalized and professional development stage of higher education teaching evaluation in China.