Please wait a minute...
Data Analysis and Knowledge Discovery  2023, Vol. 7 Issue (1): 76-88    DOI: 10.11925/infotech.2096-3467.2022.0490
Current Issue | Archive | Adv Search |
Comparing Assessments of Computer-related Courses in Chinese and American Universities Based on Syllabus
Liu Siyuan1,Feng Leilin1,Zhu Zhangqian2,Jia Tao1()
1College of Computer and Information Science College of Software, Southwest University, Chongqing 400715, China
2Department of Defense Economics, Army Logistical College of PLA, Chongqing 400041, China
Download: PDF (1313 KB)   HTML ( 17
Export: BibTeX | EndNote (RIS)      

[Objective] This paper analyzes the differences of course assessments between Chinese and American universities, aiming to provide empirical support for engineering education reforms. [Methods] First, we retrieved more than 47,000 valid computer science related Chinese and English syllabi through automated data crawling. Then, we extracted the assessment section of these syllabi by keywords. Finally, we compared and analyzed the contents and methods of these assessments quantitatively. [Results] Compared with courses from Chinese universities, American universities assessed their students with more categories and diversified contents. American universities attach great importance to students’ progress, while Chinese universities focus too much on final exams. [Limitations] There is limited number of Chinese syllabi available online. Many syllabi contain much unstructured textual data, therefore, errors might occur while using keywords to examine their contents. [Conclusions] This study provides empirical support for course assessment optimization in China.

Key wordsCourse Assessment      Syllabus      Emerging Engineering Education      Text Analysis     
Received: 16 May 2022      Published: 16 February 2023
ZTFLH:  TP391 G350  
Fund:Industry-University-Research Innovation Fund for Universities of China, Ministry of Education(2021ALA03016);Fund for University Innovation Research Group of Chongqing(CXQT21005)
Corresponding Authors: Jia Tao,ORCID:0000-0002-2337-2857,E-mail:。   

Cite this article:

Liu Siyuan, Feng Leilin, Zhu Zhangqian, Jia Tao. Comparing Assessments of Computer-related Courses in Chinese and American Universities Based on Syllabus. Data Analysis and Knowledge Discovery, 2023, 7(1): 76-88.

URL:     OR

序号 主题词集合
1 assessment、percentage、evaluation、grade
2 lecturer、Dr、Pro、professor、instructor
3 agenda、calendar、outline、chapter、schedule、module
4 introduction、overview、description
5 goal、destination、purpose、aim、target、objectives
6 discipline、policies
7 textbook、ISBN、material、requirement、resource、toolbox、prerequisite
8 bribery、dishonesty、falsify、cheat、violation、threaten、lie、copy、fabric、scholastic、plagiary、misconduct、academic integrity
9 teaching assistant、staff、TA
10 office hour
Syllabus Theme Set
关键词集合 相似词集合
Exam exam、final exam、midterm、exam
Project program、lab、research
Homework assignment
Quiz test、prelim
Presentation report
Paper write、scribe、document、summary、review、essay、paper、journal、literature
Usual Performance class participation、attendance、discuss、team、collaboration、question set、comment、recite、seminar、interactive
Grading Assessment Categories and Synonym Sets (English)
关键词集合 相似词集合
考试成绩考核 期中、课终考试、期末、理论考试、闭卷考试、笔试、开卷考试、中考
项目或实验考核 上机、实验、设计、项目、作品、实践、方案
作业成绩考核 作业
测试成绩考核 阶段、测试、课堂、测试、课内、随堂
报告成绩考核 报告、答辩、演示程序、口头、演讲、展示、作品展示、作品演示
论文成绩考核 论文、文献综述、选题、开题
平时成绩考核 课堂参与、讨论、练习、研讨、提问、表现、考勤、出勤、表达、小组
Grading Assessment Categories and Synonym Sets (Chinese)
Percentage of Assessment Categories in Chinese and American Syllabus
The Proportion of the Syllabus of a Certain Assessment Category in the Total Sample
Partial Weight Averages and Overall Weight Averages of the Seven Assessment Categories in the Chinese and American Syllabus
Partial Weight Averages and Overall Weight Averages of the Three Assessment Categories in the Chinese and American Syllabus
Partial Weight Average and Overall Weight Average of the Examination and Non-examination Categories in the Chinese and American Syllabus
Partial Weight Averages and Overall Weight Averages of Examination Categories in the Chinese and American Syllabus
Analysis of the Number of Exams and Tests in the Syllabus
[1] Stanford University. Open Loop University[EB/OL]. [2022-06-21].
[2] 于海琴, 陶正, 王连江, 等. 欧林: 打造工程教育的“实验室”(上)——访欧林工学院校长理查德·米勒[J]. 高等工程教育研究, 2018 (3): 45-52.
[2] Yu Haiqin, Justin Thomas, Wang Lianjiang, et al. Olin: “Collaboratory” for Innovation in Engineering Education(Ⅰ)——An Interview with Richard K. Miller, President of Olin College of Engineering[J]. Research in Higher Education of Engineering, 2018 (3): 45-52.)
[3] 筑波大学. 学群·学类(学士课程)一览[EB/OL]. [2022-06-21].
[3] ( University of Tsukuba. A List of Groups and Classes (Bachelor Courses)[EB/OL]. [2022-06-21].
[4] MIT. New Engineering Education Transformation[EB/OL]. [2022-06-21].
[5] Georgia Institute of Technology, Office of the President Georgia Institute of Technology. Designing the Future [Georgia Institute of Technology Strategic Plan, 2010][OL]. [2022-06-21].
[6] 林健. 引领高等教育改革的新工科建设[J]. 中国高等教育, 2017(13): 40-43.
[6] ( Lin Jian. New Engineering Construction Leading the Reform of Higher Education[J]. China Higher Education, 2017(13): 40-43.)
[7] 胡波. “新工科”建设复旦共识[J]. 复旦教育论坛, 2017, 15(2): 27-28.
[7] ( Hu Bo. Fudan Consensus on the Construction of “New Engineering”[J]. Fudan Education Forum, 2017, 15(2): 27-28.)
[8] 建跨学科融合、多学院建设、多平台共享的新型专业模式,打造人才培养共同体——新工科建设的“天大行动”[EB/OL]. (2019-05-02). [2022-06-21].
[8] (Build a New Professional Model of Interdisciplinary Integration, Multi-school Construction and Multi-platform Sharing, and Build a Talent Training Community -- The “Tianda Action” of New Engineering Construction[EB/OL]. (2019-05-02). [2022-06-21].
[9] 新工科建设形成“北京指南”[EB/OL]. (2017-06-10). [2022-06-21].
[9] (New Engineering Construction Forms “Beijing Guide”[EB/OL]. (2017-06-10). [2022-06-21].
[10] 吴爱华, 侯永峰, 杨秋波, 等. 加快发展和建设新工科主动适应和引领新经济[J]. 高等工程教育研究, 2017 (1): 1-9.
[10] ( Wu Aihua, Hou Yongfeng, Yang Qiubo, et al. Accelerating Development and Construction of Emerging Engineering, Taking Initiative to Adapt to and Lead the New Economy[J]. Research in Higher Education of Engineering, 2017 (1): 1-9.)
[11] 顾佩华. 新工科与新范式: 概念、框架和实施路径[J]. 高等工程教育研究, 2017 (6): 1-13.
[11] Gu Peihua. The Concept, Framework and Implement Approaches of Emerging Engineering Education (3E) and the New Paradigm[J]. Research in Higher Education of Engineering, 2017 (6): 1-13.)
[12] 林健. 多学科交叉融合的新生工科专业建设[J]. 高等工程教育研究, 2018(1): 32-45.
[12] ( Lin Jian. New Produced Engineering Specialty Construction with Multidisciplinary Cross and Fusion[J]. Research in Higher Education of Engineering, 2018(1): 32-45.)
[13] 李亚奇, 李峰, 王涛. 新工科视角下高校教师教学质量综合评价体系研究[J]. 高等工程教育研究, 2019 (S1): 289-291.
[13] ( Li Yaqi, Li Feng, Wang Tao. Research on Comprehensive Evaluation System of Teaching Quality of College Teachers from the Perspective of New Engineering[J]. Research in Higher Education of Engineering, 2019 (S1): 289-291.)
[14] 蒋宗礼. 培养计算机类专业学生解决复杂工程问题的能力[M]. 北京: 清华大学出版社, 2018.
[14] ( Jiang Zongli. Cultivating the Ability of Computer Majors to Solve Complex Engineering Problems[M]. Beijing: Tsinghua University Press, 2018.)
[15] Parkes J, Harris M B. The Purposes of a Syllabus[J]. College Teaching, 2002, 50(2): 55-61.
doi: 10.1080/87567550209595875
[16] 李楠. 美国大学通识教育课程考核的特点及其对我国高校思想政治理论课考试改革的启示[J]. 思想理论教育导刊, 2011 (5): 65-69.
[16] ( Li Nan. The Characteristics of General Education Course Assessment in American Universities and Its Enlightenment to the Reform of Ideological and Political Theory Course Examination in Chinese Universities[J]. Leading Journal of Ideological & Theoretical Education, 2011 (5): 65-69.)
[17] 胡善风, 汪茜, 程静静. 地方应用型本科院校的课程考核改革探索与实践——以德国应用技术大学为例[J]. 国家教育行政学院学报, 2016 (1): 88-91.
[17] ( Hu Shanfeng, Wang Qian, Cheng Jingjing. An Exploration in the Course Assessment Reform in Application-Oriented Colleges: With the German Counterparts as a Model[J]. Journal of National Academy of Education Administration, 2016 (1): 88-91.)
[18] 陈棣沭, 韩婧. 美国大学课程成绩评定方法及其技术支撑[J]. 高教发展与评估, 2010, 26(2): 97-104, 124.
[18] ( Chen Dishu, Han Jing. American University Curriculum Evaluation Methods and Their Technical Support[J]. Higher Education Development and Evaluation, 2010, 26(2): 97-104, 124.)
[19] 谭子妍, 胡迪. 美国大学在线硕士学位项目实例分析[J]. 江苏高教, 2020(6): 37-41.
[19] ( Tan Ziyan, Hu Di. The Case Study of Online Master’s Degree Programs in American Universities[J]. Jiangsu Higher Education, 2020(6): 37-41.)
[20] 王晰巍, 郭宇, 石静, 等. 大数据时代背景下中美图书情报专业研究生课程体系建设比较研究[J]. 图书情报工作, 2015, 59(23): 30-37.
doi: 10.13266/j.issn.0252-3116.2015.23.005
[20] ( Wang Xiwei, Guo Yu, Shi Jing, et al. A Comparative Study on Graduate Curriculum System Construction of Library and Information Science in China and America in the Big Data Era[J]. Library and Information Service, 2015, 59(23): 30-37.)
doi: 10.13266/j.issn.0252-3116.2015.23.005
[21] 罗三桂, 刘莉莉. 我国高校课程考核改革趋势分析[J]. 中国大学教学, 2014 (12): 71-74.
[21] ( Luo Sangui, Liu Lili. Analysis on the Trend of Curriculum Assessment Reform in Chinese Universities[J]. China University Teaching, 2014 (12): 71-74.)
[22] 庞丽娟, 薛小莲, 王豪. 以课程考核改革为突破口构建课程考核质量监控体系的探索[J]. 中国大学教学, 2007 (10): 53-54.
[22] ( Pang Lijuan, Xue Xiaolian, Wang Hao. The Exploration of Building the Quality Control System of Course Assessment with the Reform of Course Assessment as the Breakthrough[J]. China University Teaching, 2007 (10): 53-54.)
[23] Open Syllabus Explorer[EB/OL]. [2022-06-21]. .
[24] 孟祥保. 世界一流大学学生在读什么经典?——一项来自百万开放课程大纲大数据的研究[J]. 大学图书馆学报, 2020, 38(1): 68-75.
[24] ( Meng Xiangbao. What Classics are First Class University Students Reading?——An Empirical Analysis Based on Big Data of Million Open Syllabus[J]. Journal of Academic Libraries, 2020, 38(1): 68-75.)
[25] Rathod N, Cassel L. Building a Search Engine for Computer Science Course Syllabi[C]// Proceedings of the 13th ACM/IEEE-CS Joint Conference on Digital Libraries. 2013: 77-86.
[26] Rathod N, Cassel L N. Machine Learning in Building a Collection of Computer Science Course Syllabi[C]// Proceedings of International Conference on Theory and Practice of Digital Libraries. 2012: 357-362.
[27] Yu X Y, Tungare M, Fan W G, et al. Automatic Syllabus Classification[C]// Proceedings of the 7th ACM/IEEE-CS Joint Conference on Digital Libraries. 2007: 440-441.
[28] Tungare M, Yu X Y, Cameron W, et al. Towards a Syllabus Repository for Computer Science Courses[J]. ACM SIGCSE Bulletin, 2007, 39(1): 55-59.
doi: 10.1145/1227504.1227331
[29] Matsunaga Y, Yamada S, Ito E, et al. A Web Syllabus Crawler and Its Efficiency Evaluation[C]// Proceedings of the International Symposium on Information Science and Electrical Engineering. 2003: 565-568.
[30] Sekiya T, Matsuda Y, Yamaguchi K. Investigation on University Websites for Semi-automated Syllabus Crawling[C]// Proceedings of 2019 IEEE Frontiers in Education Conference. 2019: 1-7.
[31] Habanek D V. An Examination of the Integrity of the Syllabus[J]. College Teaching, 2005, 53(2): 62-64.
doi: 10.3200/CTCH.53.2.62-64
[32] Ihssen B L. The Course Syllabus: A Learning-Centered Approach, Second Edition-by Judith Grunert O’Brien, Barbara J. Mills, and Margaret W. Cohen[J]. Teaching Theology & Religion, 2009, 12(4): 381-383.
[33] Merrill M D. A Syllabus Review Check-List to Promote Problem-Centered Instruction[J]. TechTrends, 2020, 64(1): 105-123.
doi: 10.1007/s11528-019-00411-4
[34] 秦志杰, 贾瑜. 美国物理专业研究生课程考核方式对中国研究生教学改革的启示——以固体物理课程为例[J]. 郑州师范教育, 2014, 3(4): 63-65.
[34] ( Qin Zhijie, Jia Yu. Enlightenment to Teaching Reform from Course Evaluation of Graduate Course of Physics Major in US: Solid State Physics Course as an Example[J]. Journal of Zhengzhou Normal Education, 2014, 3(4): 63-65.)
[35] Kawintiranon K, Vateekul P, Suchato A, et al. Understanding Knowledge Areas in Curriculum Through Text Mining from Course Materials[C]// Proceedings of 2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering. 2016: 161-168.
[36] 钟佳娃, 刘巍, 王思丽, 等. 文本情感分析方法及应用综述[J]. 数据分析与知识发现, 2021, 5(6): 1-13.
[36] ( Zhong Jiawa, Liu Wei, Wang Sili, et al. Review of Methods and Applications of Text Sentiment Analysis[J]. Data Analysis and Knowledge Discovery, 2021, 5(6): 1-13.)
[37] 胡少虎, 张颖怡, 章成志. 关键词提取研究综述[J]. 数据分析与知识发现, 2021, 5(3): 45-59.
[37] ( Hu Shaohu, Zhang Yingyi, Zhang Chengzhi. Review of Keyword Extraction Studies[J]. Data Analysis and Knowledge Discovery, 2021, 5(3): 45-59.)
[38] 巩建闽, 萧蓓蕾. 课程大纲制订给谁看——论学生中心理念的落实[J]. 高等工程教育研究, 2020 (3): 143-150.
[38] ( Gong Jianmin, Xiao Beilei. “Who are the Target Audience of the Syllabus”: Discussion on the Implementation of the Student-Centered Philosophy[J]. Research in Higher Education of Engineering, 2020 (3): 143-150.)
[39] 黄伊禾, 叶信治. 美国大学本科生课程考核制度研究[J]. 教育与考试, 2019 (5): 47-52.
[39] ( Huang Yihe, Ye Xinzhi. Study on the Curriculum Examination System of Undergraduate Students in the United States[J]. Education and Examinations, 2019 (5): 47-52.)
[40] 孙湘海. 创新能力培养为导向的高校课程考试改革探究[J]. 当代教育论坛, 2018 (4): 115-121.
[40] ( Sun Xianghai. Research on the Cultivating Innovation Ability-Oriented Reform Ideas of University Curriculum Examination[J]. Forum on Contemporary Education, 2018 (4): 115-121.)
[41] The Learning Strategies Center of Cornell University. Office Hours[EB/OL]. [2022-06-21]. .
[42] 洪恩强, 胡天佑. Office Hours制度探微[J]. 职业技术教育, 2011, 32(23): 89-91.
[42] ( Hong Enqiang, Hu Tianyou. Probing Into the Office Hours System[J]. Vocational and Technical Education, 2011, 32(23): 89-91.)
[43] 洪恩强, 胡天佑. 大陆高校Office Hours制度:实践、问题与对策——以南昌大学为例[J]. 宁波大学学报(教育科学版), 2012, 34(5): 59-63.
[43] Hong Enqiang, Hu Tianyou. A Case Study of Solutions to Problems in Practicing Office Hours System in Mainland Universities of China[J]. Journal of Ningbo University(Educational Science Edition), 2012, 34(5): 59-63.)
[44] McCabe D L. It Takes a Village: Academic Dishonesty & Educational Opportunity[J]. Liberal Education, 2005 (4): 26-31.
[45] 陈殿兵, 赵雷洪, 杨新晓. 大学学生课业评价的理念与实践:美国教学大纲的启示[J]. 教育探索, 2015 (10): 140-144.
[45] ( Chen Dianbing, Zhao Leihong, Yang Xiaoxin. The Concept and Practice of Course Assessment for College Students: Inspiration from American Syllabus[J]. Education Exploration, 2015 (10): 140-144.)
[46] 北京理工大学教务部. 2016级课程教学大纲[EB/OL]. (2019-11-18). [2022-06-21]. .
[46] ( Educational Affairs Department of Beijing Institute of Technology. Syllabus for Class of 2016[EB/OL]. (2019-11-18). [2022-06-21]. .)
[1] Wang Lu, Le Xiaoqiu. Research Progress on Citation Analysis of Scientific Papers[J]. 数据分析与知识发现, 2022, 6(4): 1-15.
[2] Chen Jun,Liang Hao,Qian Chen. Studying Investment Decisions of Rewarded Crowdfunding Users with Emotional Distance and Text Analysis[J]. 数据分析与知识发现, 2021, 5(4): 60-71.
[3] Hyonil Kim,Ou Shiyan. Identifying Citation Texts with Unsupervised Method[J]. 数据分析与知识发现, 2021, 5(1): 66-77.
[4] Tian Zhonglin,Wu Xu,Xie Xiaqing,Xu Jin,Lu Yueming. Real-time Analysis Model for Short Texts with Relationship Graph of Domain Semantics[J]. 数据分析与知识发现, 2020, 4(2/3): 239-248.
[5] Jiang Wu,Yinghui Zhao,Jiahui Gao. Research on Weibo Opinion Leaders Identification and Analysis in Medical Public Opinion Incidents[J]. 数据分析与知识发现, 2019, 3(4): 53-62.
[6] Chengzhi Zhang,Zheng Li. Extracting Sentences of Research Originality from Full Text Academic Articles[J]. 数据分析与知识发现, 2019, 3(10): 12-18.
[7] Yu Yan,Zhao Naixuan. Weighted Topic Model for Patent Text Analysis[J]. 数据分析与知识发现, 2018, 2(4): 81-89.
[8] Ma Tianyi,Zhang Pengzhu,Feng Haoyin. Knowledge Requirement Model for Online Outsourcing Tasks[J]. 现代图书情报技术, 2016, 32(3): 74-81.
  Copyright © 2016 Data Analysis and Knowledge Discovery   Tel/Fax:(010)82626611-6626,82624938