Construction of College English Teaching Effect Evaluation Model

Based on Big Data Analysis

Zijun Shen

Qiong Xu

, Min Wang

and Yuyu Xue

Department of foreign languages,Sichuan University of Media and Communications, Chengdu ,Sichuan ,China

Faculty of Arts and Social Sciences, The University of Sydney, Australia

Keywords: College English, Big Data, Teaching Evaluation.

Abstract: Nowadays, one of the most widely used languages in the world is English. Therefore, College English

classroom teaching has been listed as one of the key indicators of college curriculum construction

evaluation. Big data, especially education big data, support and change the teaching mode is an inevitable

trend of human social development, and is the product of the deep integration and innovation of information

technology and modern education and teaching development. The teaching evaluation system constructed in

this paper gives full play to the advantages of big data to carry out targeted classroom teaching evaluation of

College English courses. The optimized College English classroom teaching evaluation system realizes the

diversification of evaluation subjects, combines formative and summative evaluation, and comprehensively

applies quantitative and qualitative evaluation.

1 INTRODUCTION

In recent years, the state has increased many

investments in College English teaching, but the

improvement of teaching effect is not significant.

The research results show that the lack of a

scientific and reasonable evaluation system for

College English classroom teaching is one of the

important factors (M Martínez-Gómez,Sierra

J,Jabaloyes J, et al., 2011). Classroom teaching

evaluation can effectively improve teaching

efficiency. Only by constructing a

multi-dimensional classroom teaching system with

the characteristics of College English curriculum

itself can we ensure the standardization of the

evaluation process and the rationality and fairness

of the evaluation results (Yueh, Chen, Chiu, et al.,

2012). With the development of education big data,

the impact of big data on education is bound to be

based on classroom teaching mode (Aslan, Aydin,

2015; Steinberg, Kraft, 2017). That is, one of the

important directions of many current educational

reforms is data-based teaching and learning.

Teaching effect evaluation refers to the

comprehensive, objective and fair evaluation and

judgment of teachers' quality, work process and

work performance by using the theories, methods

and techniques of educational evaluation according

to the policies, regulations and the training

objectives and requirements of schools (Liu 2020).

Internet-based big data provides a new possibility

for optimizing college English classroom teaching

evaluation. This is because "big data is a

comprehensive description of capturing, processing,

analyzing and managing other information related

to a number", and its information is characterized

by mass, high frequency and diversity (Chen 2021).

2 COLLEGE ENGLISH

CLASSROOM EVALUATION

2.1 The Meaning of Classroom

Teaching and the Necessity of

Evaluation

College English classroom teaching is a teaching

organization form integrating teaching and learning.

It is based on the teaching objectives specified in

the new college English curriculum standards.

Objectively speaking, it is the teaching activities

organized by teachers and students with the

teaching objectives as the core in a specific time and

Shen, Z., Xu, Q., Wang, M. and Xue, Y.

Construction of College English Teaching Effect Evaluation Model Based on Big Data Analysis.

DOI: 10.5220/0011897700003613

In Proceedings of the 2nd International Conference on New Media Development and Modernized Education (NMDME 2022), pages 46-50

ISBN: 978-989-758-630-9

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

in a specific teaching environment. In the traditional

classroom teaching mode, the main body of the

classroom is the teacher, while the new curriculum

standard is a student-centered teaching mode, which

cultivates students' independent learning ability,

fully spreads students' thinking mode of learning

English, and comprehensively improves students'

comprehensive quality.

2.2 Evaluation Function

The functions of classroom teaching evaluation

mainly include: feedback, coordination,

decision-making, diagnosis and guidance, etc. as

shown in Figure 1, in order to better realize its

functions and turn evaluation into a mechanism to

promote teacher-student teaching progress, only by

exploring the principles followed by College

English classroom teaching evaluation can we better

build an evaluation system.

Figure 1 Function diagram of classroom teaching

evaluation

2.3 Evaluation Index System of College

English Classroom Teaching

In October 2020, a university started the

reconstruction of the classroom teaching evaluation

system. Each college and discipline can

independently formulate its own evaluation system

according to its own characteristics (Zhou, Li, Sun,

2016).

Through factor analysis, the evaluation of

foreign language department on teachers is divided

into five dimensions, with three-level indicators

under each dimension; The evaluation of students is

divided into three dimensions, and each dimension

also has three levels of indicators. After that, under

the guidance of experts, the index weight was

adjusted by adding, deleting, merging or splitting

evaluation indicators. In order to ensure the

evaluation validity of the system, the new index

system is used for trial evaluation before the final

determination, so as to further improve the new

evaluation system. In the newly constructed index

system, the evaluated objects include both teachers

and students; The evaluation of teachers and

students accounts for 70% and 30% of the final

results of College English classroom teaching

evaluation, respectively; The evaluation body is

divided into three parts: students, teachers, peers

and managers. Table 1 shows the evaluation of

College English teachers by managers and students.

Table 1. College English classroom teaching evaluation

form (for evaluating teachers)

Primary index

Weight

(%)

Evaluation

grade

Preparation before class 10

Basic quality 20

Content of courses 40

Teaching methods 20

Teaching effectiveness 10

Three evaluators respectively evaluate teachers'

and students' performance in college English

classroom, and each evaluator uses a new index

system to evaluate another important participant in

classroom teaching-students. The evaluation

indicators of students are divided into three

dimensions: behavioral input, cognitive input and

emotional input, and each dimension has three

levels of indicators. As the importance of each

dimension in college English classroom teaching

has been basically determined, the weights of each

dimension remain unchanged when different

evaluators evaluate students, with 20%, 40% and

40% respectively. And the evaluation of teachers

and administrators on students are shown in Table

Table 2. Evaluation Form of College English Classroom

Teaching (Evaluation Form for Students)

Primary index

Weight

(%)

Evaluation

grade

Behavior input 20

Cognitive input 40

Emotional input 40

Construction of College English Teaching Effect Evaluation Model Based on Big Data Analysis

The implementation of the new evaluation index

system needs the support of the school in

management, technology and manpower. The

quantitative and qualitative evaluation of college

English classroom teaching by all subjects at the

same time should overcome the traditional concept

of quantitative and qualitative evaluation when

statistics and analysis of evaluation data.

3 CLASSROOM EVALUATION

SYSTEM BASED ON BIG DATA

ANALYSIS

The evaluation results of teachers' teaching quality

are composed of the evaluation of the teaching

management department of the college and the

evaluation of students, of which the evaluation of

the management depax`rtment of the college

accounts for and the evaluation of students accounts

for. The teaching management department of the

college determines to recruit an evaluation team

composed of academic committees, subject

directors, teaching management personnel, class

teachers, etc. according to needs, and evaluates the

teaching quality of teachers by checking the

teaching workload, teaching plans, student

assignments, listening to students' feedback, and

filling in the College English classroom teaching

evaluation form. The evaluation team listens to at

least two classes of the courses of the evaluation

objects every semester, We should implement

evaluation interviews, exchange views, solve

problems, improve teaching, and achieve the

purpose of implementing developmental evaluation

(Guo, Bai, Yu et al., 2021). Students' evaluation of

teachers' teaching quality is mainly organized by the

academic affairs office and filled in by students.

The implementation process of teacher teaching

evaluation includes three stages:

1) Students and teaching management

departments evaluate teachers' teaching information

collection stage. At this stage, the main work is

prepared by the organizer, the staffing, work

arrangement, questionnaire printing and sampling,

and a certain range and number of teaching units are

selected to evaluate the overall situation of the

survey.

2) Information processing stage for students and

teaching management departments to evaluate

teachers' teaching. The main work of this stage is to

deal with the collected evaluation information by

various methods and means.

At this stage, students' evaluation data of

teachers are calculated by calculating the standard

score of the teacher's score in this class on a

class-by-class basis, and it is converted into the

standard score. The students' original evaluation

results of teachers are converted into standard

scores or scores, and the calculation of standard

scores and scores can refer to formula (1) and (2).

−

(1)

Where

represents the standard score,

any variable, and

represents the average of the

population.

Represents the standard deviation of

the population.

CZT +×= 10

(2)

Where

stands for T score,

stands for

standard score, and

is a variable constant.

The method used by the management

department to calculate the evaluation data of

teachers is to evaluate teachers as independent

individuals, and the average score is used for the

evaluation data. The calculation formula refers to

formula (3).



(3)

3) The information feedback stage in which

students and teaching management departments

evaluate teachers' teaching. The main work at this

stage is to express the evaluation results, rank the

quantitative part, and systematically organize and

express the feedback of the evaluation results

according to a certain logic in the qualitative part.

The evaluation results are fed back to the teachers

themselves and school leaders to summarize the

evaluation activities.

4 RESULT ANALYSIS AND

DISCUSSION

The so-called "knowing oneself and the enemy, and

being invincible in a hundred battles" is very helpful

for teachers to understand the evaluation results of

students on various indicators, their position in the

whole college and the distribution of evaluation

results in recent years. Therefore, As an evaluation

NMDME 2022 - The International Conference on New Media Development and Modernized Education

system, it is very necessary to give the following

information about teachers' teaching evaluation.

In order to reflect the status of teachers'

evaluation results in the corresponding indicators

and make the evaluation data comparable, the

original evaluation results of students on teachers

are converted into standard scores or scores. The

indicators in the figure are the five indicators in the

College English classroom teaching evaluation

form. The individual scores of College English

teachers' student evaluations are shown in Figure 2.

Figure 2 Single score of college English teacher's student evaluation

As Figure 2 shows the teachers' scores on

individual items, for a certain teacher, one can

clearly know his score on an individual item and his

position in the whole major from the given

individual distribution map. In addition, from the

above distribution map, we can also know that the

gap between teachers is relatively large, and some

teachers' almost all individual achievements are

relatively backward in the junior middle school of

their major.

The classroom scores of English teachers at

different times are shown in Figure 3.

Figure 3 College English teachers' individual scores of student evaluations at different times

It can be seen from Figure 3 above that there are

great differences in the evaluation results of

different teachers at different times. But the overall

quality is on the rise. This shows that with the

emergence of the teaching evaluation system, the

level of teachers has also improved, which has

played a good role in promoting college English

education.

Construction of College English Teaching Effect Evaluation Model Based on Big Data Analysis

5 CONCLUSIONS

To sum up, with the rapid development of

globalization and the wide application of

information technology, English, as the most widely

used language, has become a public compulsory

basic course offered by various colleges and

universities. In recent years, China's requirements

for College English teaching standards, teaching

methods and evaluation methods have become

higher and higher. Therefore, in the evaluation of

College English teachers' teaching and learning, it is

necessary to formulate a systematic and perfect

evaluation mechanism to truly reflect the teaching

situation in the classroom, so as to promote the

development of the teaching evaluation system.

Regarding classroom evaluation, Bill Gates once

said, "there is a kind of work in the world that is

very important, but every time these people get

feedback at work, they only get 'satisfaction' or

'dissatisfaction'. How can we ask them to do their

work better by relying on this word alone?" As a

basic course of general education in Colleges and

universities, College English has always attracted

much attention for its teaching effect.

Firstly, this paper analyzes the present situation

of teaching quality evaluation in colleges and

universities, and finds that the data analysis function

of most teaching quality evaluation systems is weak

and the data can't be fully utilized. On this basis, it

uses big data analysis to analyze the data of

teachers' teaching quality evaluation from multiple

angles, and obtains some information with certain

reference value for teachers, students and

administrators. Based on this, it constructs a

teaching evaluation analysis model, with a view to

providing reference for the improvement of

teachers' teaching quality evaluation in the future.

REFERENCES

Aslan D, Aydin H. Evaluation of the teaching processes at

science high schools based on a constructivist

approach. A scale development study. Oxidation

Communications, vol. 38, no. 1A, pp. 472-491, 2015.

Chen Z. Using Big Data Fuzzy K-Means Clustering and

Information Fusion Algorithm in English Teaching

Ability Evaluation. Complexity, vol. 2021, no. 5, pp.

1-9, 2021.

Guo J, Bai L, Yu Z, et al. An AI-Application-Oriented

In-Class Teaching Evaluation Model by Using

Statistical Modeling and Ensemble Learning. Sensors,

vol. 21, no. 1, pp. 241, 2021.

Hasani H, Bahrami M,Malekpour A, et al. Evaluation of

Teaching Methods in Mass CPCR Training in

Different Groups of the Society, an Observational

Study.. Medicine, vol. 94, no. 21, pp. e859, 2015.

Liu L. Smart teaching evaluation model using weighted

naive bayes algorithm. Journal of Intelligent and

Fuzzy Systems, vol. 40, no. 1, pp. 1-11, 2020.

Lu Y, Li N, Lin H, et al. A Multiple and

Multidimensional Linguistic Truth-Valued Reasoning

Method and its Application in Multimedia Teaching

Evaluation. International Journal of Computational

Intelligence Systems, vol. 15, no. 1, pp. 1-11, 2022.

M Martínez-Gómez, Sierra J, Jabaloyes J, et al. A

multivariate method for analyzing and improving the

use of student evaluation of teaching questionnaires: a

case study. Quality & Quantity, vol. 45, no. 6, pp.

1415-1427, 2011.

Steinberg M P, Kraft M A. The Sensitivity of Teacher

Performance Ratings to the Design of Teacher

Evaluation Systems. Educational Researcher, vol. 46,

no. 7, pp. 378-396, 2017.

Yueh H P, Chen T L, Chiu L A, et al. Student Evaluation

of Teaching Effectiveness of a Nationwide Innovative

Education Program on Image Display Technology.

IEEE Transactions on Education, vol. 55,no. 3, pp.

365-369, 2012.

Zhou L, Li H, Sun K. Teaching performance evaluation

by means of a hierarchical multifactorial evaluation

model based on type-2 fuzzy sets. Applied

Intelligence, vol. 46, no. 1, pp. 1-11, 2016.

NMDME 2022 - The International Conference on New Media Development and Modernized Education