I think: teaching quality assessment just adds burden to students, forcing them to break away from their original learning habits, and it does not improve teaching quality at all; it merely puts pressure on the students.
What do the netizens think?
What specific measures does this assessment have?
For example, taking attendance every day?
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The frequency of roll calls has increased dramatically; especially in useless classes like political science, teachers randomly call on students almost every class. In most other useful courses, attendance is already high, yet teachers still occasionally call on students.
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The assigned homework has become more difficult, with a significant increase in difficulty compared to before.
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The separation of teaching and testing has been implemented, and the reliance on past exam questions has become formulaic. Those who took last year’s physics final should know that some questions cannot be solved without listening to the teacher’s lecture, even though those topics are shown in the syllabus for many years as not being tested. They also include questions like the Franck–Hertz experiment, a history‑of‑science topic that is almost impossible to review.
I don’t understand whether these measures are truly meaningful, but I think they have no practical significance beyond coping with inspections. If anyone has a different opinion, feel free to discuss.
1 Lack confidence in one’s own teaching level
2 No problem
3 Separation of teaching and assessment is fine; the issue is the quality of the questions, which should be more aligned with thinking rather than hard‑disk retrieval
In short, I think 2 may be a personal feeling, but 13 is clearly a face‑saving project. 1 may be that the main issue is not a lack of confidence; NiJiao (泥交)’s unique tradition is that ideological education courses especially love to use roll calls and tools like Zhihui Tree (智慧树), which disgust students. I don’t think the teaching level of these courses has any aspect to be confident or unconfident; in my opinion, everyone knows what’s going on—students give the teacher face, teachers give the students face. Stop these meaningless, time‑wasting measures. 
Roll call 
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Some classes are completely useless, just a perfunctory exercise. No matter how he evaluates, it can’t change the fact that it wastes students’ time, and the students are too lazy to listen. Doing one flashy thing after another is of no use, just self‑entertainment.
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Why is it still Kwang Myong’s (angry)
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Gwangmyeong 
Oppose the separation of teaching and assessment in point 3; for courses like university physics, I personally think it is useless. It would be better to use original exam questions to reduce preparation pressure. Undergraduate assessment should not be high‑school‑like. In an environment where competition is unavoidable, separating teaching from testing only adds unnecessary pressure. If teaching and testing are separated, students aiming for graduate school admission or studying abroad will inevitably spend more time solving problems instead of thinking, “I want to improve my way of thinking.” This mindset isn’t necessarily good, but in an era of intense competition, it’s understandable. We cannot expect ordinary people, who simply hope for a better future (ordinary does not carry a negative connotation), to have a very high level of awareness.
Moreover, I have personally heard teachers who have taught advanced calculus for many years say that universities should implement pass/fail exams and oppose the separation of teaching and assessment. The reason advanced calculus has not adopted pass/fail exams before was due to other factors, not because the instructors were unwilling.
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High schools don’t teach the separation of teaching and testing.
It probably refers to that kind of exam style, like the gaokao, where questions are made to trip people up 
Separating teaching from testing is pure crap; you’d be better off not testing at all.
Obviously there are policies from above and counter‑measures below. Observing now, a strange phenomenon has emerged: in the class group, originally no one took leave, but as soon as the teacher asks questions or calls roll irregularly, everyone starts requesting leave in the group. Everyone probably knows what’s going on. So by the end of the term, looking at attendance, there are so many leaves; the academic affairs side also doesn’t have a clear standard for how many leaves count as one absence. I don’t know how they’ll deal with this mess 
There is currently a standard regarding leave
If a student misses more than one‑third of the total class hours for a course due to illness or personal matters, they may not participate in the assessment of that course.
Reference: https://dean.xjtu.edu.cn/info/1033/1144.htm
There are also people who say that three leaves count as one absence, but it’s not clear how to implement it.
They really treat us like Japanese. It’s the same in high school, and the same in university; I feel we have an endless amount of suffering waiting for us.
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