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E90082
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學生可以有效地評量教師的教學品質嗎?
Is Student Evaluation of Teaching Performance Effective?
1.黃瓊蓉
1.Chiung Jung Huang
1.國立彰化師範大學教育研究所
1.Graduate School of Education, National Changhua University of Education
001,002,003,004
1.國立彰化師範大學教育研究所
1.Graduate School of Education, National Changhua University of Education
002
1.行政院國家科學委員會
1.National Science Council
A.14 計畫執行期間(起):2001-08-01
A.14 計畫執行期間(訖):2003-01-31
2001-08-012002-07-31
A.16 收到日期:2003-05-06
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台灣地區之大學教師

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第一學期問卷:5574 第二學期問卷:3566


5574
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01
C.2 聯絡日期:2004-02-03
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1.國立彰化師範大學教育研究所
1.Graduate School of Education, National Changhua University of Education
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C.7 資料公開日期:2005-02-01
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008
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1.教學評量
2.教學績效
3.階層線性模式
1.Hierarchical Linear Model
2.Student Evaluation of Teaching Effectiveness
3.Teaching Effectiveness
4.Teaching Performance
本研究的目的在分析168班約5400名學生評量教師教學績效的資料,以瞭解個人因素與班級因素的相對重要性。階層線性模式的結果顯示個人因素能解釋多數的 變異量,尤其是先前的興趣與預期的分數最能解釋學生對教師績效的評量;在班級的因素中,班級的大小、教師的性別和職別對個人因素的影響是弱的且未顯著,然 班級間的變異量是大,因此未來的研究應探索教學過程的因素是否與學生的評量有關。

Student ratings were analyzed in relation to individual- and class-level factors in a sample of about 5400 students in 168 classes in order to examine the relative importance of individual- and class-level factors in the determination of student evaluation of teaching quality. Hierarchical linear models showed that individual measures accounted for most of the variance. Prior interest and expected grade were the preponderant influence on students’ ratings. In terms of level-2 variables, the effect of class size, professor’s gender, and rank on level-1 variables was weak and insignificant. Because class-level variation was large (30% and 38%), other contextual factors should be explored in future studies of student evaluation of teaching effectiveness and multilevel analyses.

D.16 完成檢誤日期:2004-09-16
D.17 預定釋出日期:2005-02-01
D.18 初次釋出日期:2005-02-02
D.19_1 最新版釋出日期:2005-02-02
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10.6141/TW-SRDA-E90082-1
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