A Mixed Method Study on Evaluation Methodology of Teaching Practice Evaluation System at Higher Education Institution in Xi'an China

Abstract

This study explores the assessment methods and feedback mechanisms of the Teaching Practice Evaluation System (TPES) in Spatial Design Courses (SDCs) at higher education institutions in Xi'an, China. Employing a mixed-methods research approach with concurrent triangulation design strategy that combines quantitative surveys, qualitative interviews, and analysis of relevant teaching evaluation documents, this study aims to address two core research questions: (1) What assessment methods are employed in SDCs' teaching evaluation? (2) To what extent do professional educators receive and utilize assessment feedback from TPES? Findings from the study indicate that mixed assessment methods (i.e., combining qualitative and quantitative assessments) are widely used and endorsed by teachers in SDCs' TPES. However, there are challenges in the implementation of feedback mechanisms, such as some teachers not receiving feedback or not effectively applying it for teaching improvement. Based on these findings, this study offers practical recommendations and directions for future research to further enhance and develop teaching assessment methods and feedback mechanisms in higher education institutions.