大学教师评价的效能研究- - 基于全国本科院校的调查

Faculty evaluation is a practice activity based on the theoretical foundation of tripartite developments of faculty, universities and scholarship. Faculty evaluation has penetrated into the academic and daily life of every faculty member. So far, studies on faculty evaluation have gone beyond the field of pedagogy. Although previous studies have revealed the existing problems of current faculty evaluation activities, such as "more importance is attached to quantity rather than quality, research rather than teaching, institution rather than individual, and examination rather than development", however, very few researches have been made on the overall effect of faculty evaluation. The project plans to study the efficacy of faculty evaluation from the joint perspective of pedagogy and management, based on the eight-year related researches. National-level sampling survey will be conducted to learn the current status and degree the efficacy of faculty evaluation. The causes of existing problems will be analyzed from the perspectives of epistemology, advantage theory, power theory and institutional theory. Conditions required for high efficacy of faculty evaluation will be obtained by checking how it serves the purpose, how it accords with the rules and how it covers the differences.The efficacies of faculty evaluation in those higher education institutions in the case studies will be diagnosed through analyzing existing evaluation schemes and constructing the model of efficacy evaluation, so that the aim of promoting evaluation efficacy can be realized. Main innovative points are as follows: to re-review the objectives of faculty evaluation and the essential elements of scholarship from new perspectives, to change immeasurable evaluation factors into measurable ones then get them into the model of efficacy evaluation, to diagnose the faculty evaluation efficacy of those 4-year colleges and universities in the case studies and puts forward constructive proposals. The significance of the project lies in not only promoting the progress of faculty evaluation theory but also improving the current practices in faculty evaluation.

大学教师评价是建立在教师、大学、学术"三发展"理论基础上的实践活动，已渗透到每位教师的学术和日常生活之中。对它的研究已超出了教育学的范畴。已有研究，虽揭示了现行的评价存在的重数量轻质量，重科研轻教学，重组织轻个人，重考核轻发展等问题，但缺少对教师评价的总体效果的考查。本项目拟在八年相关研究基础上，从教育学和管理学交叉的视角来研究大学教师评价的效能。通过全国抽样调查来了解评价现状及效能高低；从认识论、利益论、权力论和制度论的视角来分析问题的成因；从合乎目的性、规律性、差异性的分析上得到满足高效能评价所需的条件；经评价方案分析和效能测量模型构建来诊断案例院校教师评价的效能，实现提高效能的目标。创新之处：重新审视大学教师的评价目标和"学术的内涵"并提出新观点；实现不可测评价要素的可测性转换并进入效能评价模型；诊断案例院校的评价效能并提出改进建议。具有推动教师评价的理论发展和实践改善的意义。

项目背景：①2005-2014年参加了20多国合作项目“学术职业变革”(CAP)、即大学教师职业变革项目并已有诸多研究；②在制度与政策、理论与实践上中国大学教师评价存在很多问题；③研究大学教师职业变革要聚焦某个具体问题，我们聚焦的是“评价”；基于本人学科背景和评价问题的跨学科维度，聚焦到“教师评价的效能”上，即大学教师评价活动达成其设定的评价目标之间的程度。明确项目的研究对象是普通公立四年制本科院校的教师评价。研究内容和方法：①从多学科综合的维度，在文献分析基础上，研究并提出了大学教师评价的目标：先是教师发展、学科发展、大学发展的“三合一”；后加入“教师所对应的学生的发展”从而提出评价目标的“四合一”；②了解大学教师评价现状的最好做法是全国抽样调查和案例大学访谈，2014年5-7月，东中西部13省88所院校的5186位教师给予了强有力支持，2所案例大学给予补充调查与访谈支持。按性别、年龄、学位、职称、学科、院校6维度分组，实证研究了大学教师的生活、工作、职业发展的差异，着重教师评价与其社会阶层背景、薪酬、工作时间、职业成就、满意度之间的关系；③基于调查得到的校间差异和总体反馈，诊断出大学教师评价的校际差异和总体效能高低；④在现状与理想目标之间，从合乎目的性、规律性、差异性的分析上，研究了大学教师评价的标准、内在与外在(物化)逻辑、方法论转向等理论问题，研究了评价的具体方法、如将不可测的教学投入转换为可测的时间投入等，并参考了他国教师评价政策文本和具体做法等；⑤集中于教师评价的效能评价，如学生评教和同行评议的效能，评价目标和成本对评价效能的约束等，结果是中国大学教师评价具有部分效能且存在校际差异。创新观点在评价的目标、标准、物化逻辑、方法论转向、效能诊断上都有体现；发表、获奖、人才培养、讲座、案例实务、国际合作、数据库建设与使用，形成了广泛的社会影响，对中国大学教师评价工作产生了正向推动，充分显示了项目所具有的科学意义。