The effectiveness of moral cultivation in blended learning courses hinges on robust teaching evaluation mechanisms. This study develops an evaluation model rooted in the CIPP framework, tailored specifically for these educational contexts at Chinese vocational colleges. Through a comprehensive review and analysis of pertinent indicators used in global assessments of moral cultivation in blended learning, an index system is formulated to assess moral cultivation in blended learning courses. The system comprises four dimensions: Context, Input, Process, and Product, encompassing 14 secondary and 27 tertiary indicators. These encompass policy background, curriculum context, system elements, teacher attributes, student factors, course design, instructional content, teaching methodologies, teaching assessment, teacher and student support, academic performance, moral development, and satisfaction. Emphasizing continuous monitoring of moral cultivation across various stages of blended learning, the index integrates diagnostic, formative, and summative evaluation methods. This comprehensive approach enhances instructional decision-making and advances moral cultivation in blended learning courses, providing theoretical underpinnings for educational evaluation research and practice for vocational colleges.

Hangfei Zhao, Dirk Christiaan Gootjes, Fengxiao Gong. A CIPP-Based Evaluation Index System for Moral Cultivation in Blended Learning Courses for Vocational Colleges in China. International Journal of New Developments in Education (2024), Vol. 6, Issue 8: 71-78. https://doi.org/10.25236/IJNDE.2024.060810.

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