摘要
学生评教作为一种课堂教学质量评价模式,能够实现课堂教学全过程覆盖、学生全员参与。支持派和质疑派对学生评教结果有效性始终存在较大争议,焦点就在于学生评教结果是否会受到背景因素的影响。为应对各方主体对学生评教结果有效性的质疑,以Z高校为例,将教师、课程、学生三方面18类背景因素作为自变量,从方法论角度入手,通过分析显著性概率、效应量、方差解释率和统计检验力,尝试建立一套较为系统的单因素方差分析方法体系,为学生评教结果有效性论证提供路径。
College students assessing teaching quality can cover the whole process of classroom teaching and calls for the participation of all students.However,when it comes to the effectiveness of this sort of assessment,there have been pros and cons.Their disputes focus on the influence of background factors.In order to cope with these disputes,Z University was taken as a sample,and 18 sorts of background factors at three dimensions of teachers,courses and students were taken as the independent variables.A one-way ANOVA analytical model was constructed to analyze the significance probability,the effect quantity,variance interpretation rate and statistical test force.This approach can be used to test the effectiveness of students'assessment on teaching quality.
作者
梁志星
袁美玲
LIANG Zhixing;YUAN Meiling(Civil Aviation University of China,Tianjin 300300,China;Beihang University,Beijing 100083,China)
出处
《扬州大学学报（高教研究版）》
2021年第1期30-37,共8页
Journal of Yangzhou University（Higher Education Study Edition）
基金
全国教育科学“十三五”规划教育部青年课题“国际高等教育质量观演变历程及发展趋势研究”(EIA170476)
天津市高等学校本科教学质量与教学改革研究计划项目“高校质量建设关键机制设计与实践”(171005901A)。
关键词
学生评教
教学质量评价
评教有效性
teaching assessment by students
teaching quality assessment
effectiveness of teaching assessment
