Medizinische Hochschule Hannover, Studiendekanat Bereich Evaluation & Kapazität, Hannover, Germany.
GMS J Med Educ. 2024 Feb 15;41(1):Doc3. doi: 10.3205/zma001658. eCollection 2024.
Next to courses and seminars, tests and assessments represent the main parameters with which to describe an academic study program independent of its curricular content. Thus, the quality of education depends not only on the quality of the courses taught and how they are interconnected, but also on the quality of testing and the feedback given to students regarding their performance. Course quality should be ensured through course evaluation. The economic cost of courses is calculated based on the required teaching load. The concept of teaching load stems from the time when program planning was instructor-centered. The main variable in the rules and regulations governing university study was the number of hours per week per semester (or number of course hours). But even in today's student-centered planning, which uses ECTS credits per module as the variable, teaching loads are still used to determine the number of staff necessary to offer an academic study program. Some universities also include the assessments in the evaluation. Yet the economic costs of testing are de facto ignored almost everywhere, and this does not bode well for the quality of the assessments. Much progress would be made to improve higher education if assessments counted as part of the teaching loads and the curricular norm values. This paper identifies which requirements must be considered in order to include assessments in teaching loads.
除了课程和研讨会之外，测试和评估是描述一个独立于课程内容的学术研究项目的主要参数。因此，教育质量不仅取决于所教授课程的质量及其相互关联的程度，还取决于测试的质量以及向学生提供的关于其表现的反馈。课程质量应通过课程评估来保证。课程的经济成本是根据所需的教学工作量计算的。教学工作量的概念源于以教师为中心的课程规划时代。在大学学习的规章制度中，主要变量是每学期每周的课时数（或课程时数）。但即使在今天以模块为单位的 ECTS 学分的学生为中心的规划中，仍使用教学工作量来确定提供学术研究项目所需的员工人数。一些大学还将评估纳入评估中。然而，测试的经济成本几乎在任何地方都被忽视了，这对评估的质量没有好处。如果评估被视为教学工作量和课程规范值的一部分，那么提高高等教育质量将取得很大进展。本文确定了将评估纳入教学工作量中需要考虑的哪些要求。
