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The Comparison Of Teaching Quality Evaluation Between Chinese And American Colleges

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2003 Annual Conference


Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003



Conference Session

Assessment & Quality Assuranc in Engr Ed

Page Count


Page Numbers

8.1110.1 - 8.1110.11



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Paper Authors

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Jiangqiao Lan

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Donghai Xie

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 1360

The Comparison Of Teaching Quality Evaluation Between Chinese And American College.

Jiangqiao Lan, Xiaobao Zhang, Tuanjie Zhao, Xiaoping Li

Huazhong University of Science and Technology/ Wuhan Radar Academy Wuhan City Hubei Province P.R. China

Abstract: Through collecting and analyzing the criterion system of College Courses Teaching Quality Assessment in twenty odd universities in China and America, comparisons have been made in the College Courses Teaching Quality Assessment in China and in America through many phases including the rating data sources, the assessment criterion, and the evaluation manner. Then in the essay, the author has put forward the viewpoints that College Courses Teaching Quality Assessment must attach great importance to the indicators of academic values, democracy and self-studying.

Course teaching is the major channel of college education and the key plot, which directly influences the quality of fostering talents. Due to the variety in cultural background and higher education system between China and America, tremendous differences also exist in the ideology, indicators and implementation of Courses Teaching Quality Assessment. How to carry out mutual learning and incorporation and how to propel the healthy development of College Courses Teaching Quality Assessment are the important issues in the internationalization of higher education.

I. Comparison In The Choice Of Rating Data Sources

1. The main channel of rating teaching quality in American college is the students.

According to the American Education Assessment Theories, the evaluation on the Assessment Standard mainly lies in its propriety, utility, feasibility and accuracy [1], among which propriety is designed to protect the rights of students, instructors, administrators, evaluators and others who have a direct bearing on the evaluation system. The major principles supporting propriety are “College should serve the students” [2]and “Goals are what individuals hope to achieve and accomplish”[3]. Therefore, the assessment on the instructors` performances should focus on whether the instructors effectively satisfy the students` need of study. And it is the students who are qualified enough to make such assessments. We have consulted the Course Teaching Assessment Systems in 20 and odd American universities, from which we can see that the assessment on instructors` course teaching quality almost fully relies on the assessment channel of students[4].

Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education

Lan, J., & Xie, D. (2003, June), The Comparison Of Teaching Quality Evaluation Between Chinese And American Colleges Paper presented at 2003 Annual Conference, Nashville, Tennessee. 10.18260/1-2--12651

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