Abstract: In college and university classroom teaching evaluation practice, quantitative indicators have long occupied the core position. “Indicatorization” can, from the management perspective, significantly improve organizational and operational capabilities. In an environment of over-reliance on quantitative evaluation, the teachers and their teaching behavior, however, are likely to lose the verbal expression and value interpretation abilities. As a result, value rationality is gradually marginalized and evaluation activities disconnected from improvement practice. In response to these issues, interpretivism, by emphasizing situational coordination, evidence diversity and deliberative dialogue, provides a theoretical support for the “de-indicatorized” evaluation system. The endogenous support of the professional communities can likewise effectively promote the reform of the evaluation system. To put value rationality into practice, this article puts forward three complementary practical paths: conceptual enlightenment, development of methodological toolkits and institutional guarantees. A “de-indicatorized” evaluation paradigm can effectively resolve the disconnection between theory and action, improve the ecological rationality of the decision-making process, and enhance the sense of participation and identity of diverse stakeholders. In the field of education and management, this paradigm transcends the one-way control of instrumental rationality and combines the depth of interpretation with flexibility of operation to become an operable application model.

Key words: de-indicatorization, college and university classroom teaching evaluation, theoretical paradigm, value rationality, interpretivism