Assessing Teaching Practices: A Checklist for Observing Theoretical Classes Taught by "Double-Qualified" Teachers in Chinese Higher Vocational Colleges

Abstract

The National Implementation Plan for Vocational Education Reform defines "double-qualified" teachers as those who can teach both theory and practice. However, there is a scarcity of comprehensive classroom observation checklists for assessing such teachers in Chinese higher vocational colleges. This study aimed to develop an encompassing observation checklist for evaluating the teaching of theoretical classes. The literature search identified 28 references published between 2000 and 2022, covering various aspects of classroom observation, teaching quality assessment, teacher evaluation, evaluation of classroom teaching, evaluation index systems for teachers, and effective classroom observation practices. Items appearing at least three times were retained, and items with low frequency, duplication, or that could not be observed well were removed. The resulting checklist contains 70 items, divided into eight dimensions: teaching objectives and content, teaching methods and approaches, use of teaching resources, use of IT-supported teaching media, classroom organization and management, teaching expression, teaching communication and interaction, and stimulation of learning motivation. This observation checklist can be used to evaluate "double-qualified" teaching in higher vocational colleges, providing an encompassing and accurate assessment of classroom performance. The checklist addresses shortcomings of existing observation checklists and can ultimately contribute to high-quality teaching in these institutions.