Table 3 Coding analysis of barriers to obtaining reliable evaluation results
Conceptual refinement | Open coding | Axial coding | Selective coding |
|---|---|---|---|
Pay attention to, negativity perfunctory, careless, etc. | Emphasis on teaching quality | Attitude towards evaluation | Evaluation preparation |
Mandatory, reminder, course selection time limit, related to test results, etc. | Participation in teaching evaluation | ||
Research orientation, focus, energy, academic frontiers, etc. | Balance between research and teaching | Idea of evaluation | |
Reform, bondage, indoctrination, etc. | Encouragement of innovative teaching methods/models | ||
Thinking logic, innovation, utilitarian, acceptance, etc. | Respect the major role played by students | ||
Experienced, objective, reference value, human relationship, etc. | Professionalism of the subject | Evaluation subject and weight | |
Coverage, comprehensive, continuous, no time, etc. | Participation of the subject | ||
Responsible person, joint responsibility, hiring teacher, mobility, etc. | Number of instructors for the course | Targets for evaluation | |
Overall effect, quality, teaching team, basic score, etc. | Convenience of teaching evaluation | ||
Smart classroom, projector, teaching software, etc. | Fluency in the use of teaching equipment | Teaching quality guarantee system | |
Arrivals, fingerprints, attendance, etc. | Student attendance management | ||
Electives courses, required courses, theoretical courses, humanities, etc. | Type of the curriculum | Specific indicators | Index system |
Standards, understanding, materialization, etc. | Indicator connotation | ||
Excessive, burdensome, simple, etc. | Indicator structure | ||
Concerns, points, special, etc. | Importance of the Indicator | Indicator weight | |
Distinction, median, mean, maximum and minimum, fairness, etc. | Analysis mode | Calculation method | |
Group teaching, false results, assignments, discussions, etc. | Course arrangement | Teaching performance | Operation process |
Skilled, vivid, attractive, thinking, etc. | Capacity and effectiveness of teaching | ||
Truancy, discipline, lateness, etc. | Classroom management | ||
Evaluation in the classroom, remember, timeliness, immediate, QR code, link, etc. | Timeliness of evaluation | Evaluation time | |
Mid-term, end-of-term, biased, not over, exams, etc. | Comprehensiveness of evaluation | ||
Updates, inconsistent conditions, incomplete information, no correspondence, etc. | Integrity of teacher information | Computer operating system | |
Sensitive, flashback, mobile, experience, operation, etc. | Fluency in system usage | ||
Written, verbal, guided, merit, communication, after class, etc. | Teaching improvements | Feedback loop | Consequences of evaluation |
Class management, deficiencies, tutor selection, Q & A, etc. | Emotion of teachers | ||
Material, motivation, assessment, reward and punishment, promotion, selection, etc. | Teacher motivation | Basis of rewards and punishment | |
Excellence, improvement, stress, collective lesson preparation, etc. | Teacher growth | ||
Ask, improve, feel, self-evaluate, etc. | Initiative to improve | Follow up the correction and improvement | |
Targeting, monitoring, focus, quality, etc. | Effectiveness of improvement measures |