Exploration on Undergraduate Course Learning Assessment for Normal Colleges: Inspired by China's Teacher Education Accreditation Policy-Reference-Cited by-同舟云学术

Exploration on Undergraduate Course Learning Assessment for Normal Colleges: Inspired by China's Teacher Education Accreditation Policy

Published:2024-06-14 Issue: Volume:7 Page:244-250
ISSN:
Container-title:Proceedings of the 2024 9th International Conference on Distance Education and Learning
language:
Short-container-title:

Author:

Zhang Wei¹^ORCID,Zhao Ying¹^ORCID,He Zhenzhen¹^ORCID

Affiliation:

1. Teachers College, Beijing Union University, China and Institute of Science and Technology Education, Beijing Union University, China

Funder

Beijing United University

Publisher

ACM

Link

https://dl.acm.org/doi/pdf/10.1145/3675812.3675875

Reference15 articles.

1. “Course Evaluations and End-term Student Feedback” by Stanford University. From https://teachingcommons.stanford.edu/teaching-guides/foundations-course-design/improving-teaching-effectiveness/course-evaluations-and.

2. Nicole Barnes and Helenrose Fives. 2020. Managing Classroom Assessment to Enhance Student Learning. Routledge.

3. "Institutional Plan for Assessing Student Learning" by the University of Wisconsin–Madison. From https://assessment.wisc.edu/institutional-plan-for-assessing-student-learning/.

4. “Formative Assessment of Teaching” by the University of California, Berkeley. From https://teaching.berkeley.edu/teaching-guides/assessing-learning/formative-assessment-teaching.

5. Ministry of Education of the People's Republic of China. Notice of the Ministry of Education on Issuing the Implementation Measures for the Assessment of Teacher Education Majors in Ordinary Higher Education Institutions (Interim). From http://www.moe.gov.cn/srcsite/A10/s7011/201711/t20171106_318535.html.