SOE student representative participated in the 16th Asian Conference on Education (ACE2024) and gave a conference report

SHI Xueyi, a PhD candidate from the School of Education, Shanghai Jiao Tong University went to Tokyo, Japan, to attend the 16th Asian Conference on Education (ACE2024) organized by Osaka University and IAFOR (the International Academic Forum), and to give an oral presentation of her dissertation.ACE2024 encourages academics and scholars to meet and exchange ideas and views in an international forum stimulating respectful dialogue. This event will afford an exceptional opportunity for renewing old acquaintances, making new contacts, networking, and facilitating partnerships across national and disciplinary borders.

At the conference, SHI Xueyi gave an oral presentation entitled “The Exploration of the Reform of Teaching Excellence Framework in the UK from the Perspective of the Fourth Generation Evaluation Theory”.  From the perspective of the fourth-generation evaluation theory， the main reason for the reform of the new round of the Teaching Excellence Framework（TEF2023）in the UK is removing the scientistic evaluation elements that constrain the fulfillment of the goal of promoting the diversified teaching excellence in the field of higher education. In this regard, TEF2023 improves the rating requirements for each level of the hierarchical evaluation system and effectively combines sub-dimensions and comprehensive evaluation， integrates thirteen “features of excellence” into the evaluation standard, and organically combines the qualitative and quantitative evaluation method， optimizes the expert selection and task allocation rules and embeds the appeal mechanism in the decision-making process. These reforms demonstrate the UK’s deeper exploration of maintaining the ecological diversity of universities and realizing the high-quality development of higher education.

The overall goal of China’s educational evaluation reform in the new era is similar to that of the UK. UK's reform measures and its experience have revealed that China can accelerate the realization of high-quality and connotative development of higher education by starting from optimizing value concepts， indicator contents and process arrangements of the university teaching evaluation.