Regular Feedback from Student Ratings of Instruction: Do College Teachers Improve their Ratings in the Long Run?

The authors examined whether feedback from student ratings of instruction not augmented with consultation helps college teachers to improve their student ratings on a long-term basis. The study reported was conducted in an institution where no previous teaching-effectiveness evaluations had taken place. At the end of each of four consecutive semesters, student ratings were assessed and teachers were provided with feedback. Data from 3122 questionnaires evaluating 12 teachers were analyzed using polynomial and piecewise random coefficient models. Results revealed that student ratings increased from the no-feedback baseline semester to the second semester and then gradually decreased from the second to the fourth semester, although feedback was provided after each semester. The findings suggest that student ratings not augmented with consultation are far less effective than typically assumed when considered from a long-term perspective.     

素质教育与高校学生工作的创新

教育创新与素质教育使高等教育经历着一场极其深刻而伟大的变革，它给高校学生工作带来了前所未有的机遇和挑战。高校学生工作应在观念创新、机制创新、评价体系创新、方法和手段创新、建立有创新意识的学生工作队伍等几方面着手改进和加强学生工作。     

高校差异性课堂教学质量评价指标体系探讨

随着高校教学改革的不断深入,传统的课堂教学质量评价体系已不能适应高等教育发展的要求。为此,本文针对浙江农林大学的教学特征,基于课程类型和评价主体差异性,构建了一套科学合理、多样化、可操作性较强的课堂教学评价指标体系,提高了评价指标的效度和信度,对加强管理、规范教学、提高教学质量起到了积极的作用。     

Student evaluation of instruction: comparison between in-class and online methods

This study compares student evaluations of instruction that were collected in-class with those gathered through an online survey. The two modes of administration were compared with respect to response rate, psychometric characteristics and mean ratings through different statistical analyses. Findings indicated that in-class evaluations produced a significantly higher response rate than online evaluation. In addition, Rasch analysis showed that mean ratings obtained in in-class evaluation were significantly higher than those obtained in online evaluation. Finally, the distributions of student attendance and expected grade in both modes were compared via chi-square tests, and were found to differ in the two modes of administration.     

云南电大开放教育教学质量与成招生教学质量比较研究

通过对云南电大开放教育模式和传统成人教育模式的学习者教育特征、毕业生考试成绩、学生流失率和毕业率等的比较研究，开放教育模式教学质量明显高于传统函授教育（成招生）教学质量。     

The Effects of Different Instructions on Student Ratings of University Courses and Teachers

Abstract

The purposes of the present study were to investigate the influence of three sets of instructions, class level, and academic rank on teacher/course evaluation by student raters. Students did not differ in their teacher/course evaluation ratings when the instructions specified the evaluation results would be used: (a) only by the instructor, (b) by the administration, or (c) by students for course selection purposes. The evaluation of graduate courses did not differ from that of undergraduate courses. A statistical difference was found between the academic ranks examined. Specifically, graduate teaching assistants received higher ratings than did either assistant or full professors.     

高校学生评教工作存在的问题与对策

目前高校学生评教工作中主要存在评教指标体系设计不科学、评教实施过程不严谨、评教往往是一次性的、评教结果缺乏反馈等问题。而设计科学合理的评教指标,规范学生评教的过程,改一次性评教为两次或多次是解决问题的关键。     

Factorial Validity of Student Ratings of Instruction

This study tested the Systematic Distortion Hypothesis by examining the factorial validity of student ratings of university teaching. Factorial validity is defined as the degree to which covariance among judged traits resembles the actual or true covariation of observable behaviors underlying these traits. Although many studies have examined the factorial validity of ratings, results are inconsistent. The present study used a more complete methodology to address some of the limitations of previous studies. Student ratings of teaching and measurements of actual teaching behaviors were obtained for 32 instructors. Student ratings were compared to frequency counts of actual teaching behaviors obtained from videotape and to students’ similarity judgments of teacher characteristics. It was found, first, that the structure of student ratings showed a moderately strong relation to the structure of actual behaviors, and a somewhat stronger relation to the structure of conceptual associations; and second, that the effects of systematic distortion were more pronounced for low-inference student ratings than for high-inference ratings.     

教育产业化与高师音乐专业技能类课程的教学

在高等教育产业化形势下,由于近几年来不断地扩大招生规模,高师音乐专业演唱、演奏技能类课程教学有所变化。应正确认识高师音乐教育的培养目标,以对学生负责、对音乐教育负责的态度,根据目前的实际情况,灵活运用多种教学形式与现代化教学手段,促进教学质量的提高。此外,高师音乐系不能无限制地扩招。     

用概化理论分析高校教师教学水平评估

用现代测量理论--概化理论对高校教师教学水平进行评估,提出改进性建议.使用自编的教师教学水平评估问卷,要求543名学生对大学外语部16名教师进行评价,对收集的数据作嵌套设计的多元概化分析.评估的可靠性较高,但某些指标可靠性不高;评估问卷原定指标权重不是最佳权重,通过改变权重可以提高评估的可靠性.     

信息不对称情况下的高校学生评教探析

学生评教是高校教师教学评价的重要组成部分,在国内外高校得到广泛的认可和应用.但现实中却存在着"学校重视、学生漠视、教师敏感"的情况,问题的症结可能就在于学校、教师、学生三者问存在信息不对称,导致了学生评教中出现道德风险和逆向选择.厘清评教中存在的信息不对称,采取措施有效规避显得极为重要.     

高等学校学生评价教学方式比较研究

通过对高等学校学生评价教师教学的两种方式(纸笔评价和网基评价)的比较研究发现,纸笔评价和网基评价有各自的特点,网基评价能给评价组织者在评价数据的收集和处理方面带来极大的便利,并逐步被越来越多的高校所采用,但要注意控制评价过程中的过程误差对评价结果的影响.     

高校公共艺术教育教学目标、课程改革及评价体系初探

高校公共艺术教育是高校实施和深化全面素质教育的有效途径和重要内容。公共艺术教育必须紧紧抓住艺术欣赏和审美欣赏这个关键,加强人精神的传播和渗透;同时,在明确教学目标的前提下,强化课程的改革创新,以创新求发展,将创新精神的培养贯穿全部的艺术教育当中;将能否成为促进全面素质教育总体目标的实现和达成的重要手段,作为评价体系的基本支撑和核心指标。     

课堂教学评价与教师专业发展

课堂教学评价是教育改革的重要组成部分之一,有效的课堂教学评价能够促进教师的专业发展和学生的成长。从传统的课堂教学评价存在的问题入手,提出构建促进教师专业发展的课堂教学评价体系,以丰富和深化课堂教学评价的理论与实践。     

实施差异教学提高随班就读质量

本文针对我国随班就读教学质量不高的困惑,指出随班就读中个别化教学的不足,分析了差异教学与随班就读的必然联系。从随班就读的教学理念、策略、方法的角度,提出实施差异教学,是提高随班就读质量的有效途径。     

对话教学的师生观

对话教学是新一轮基础教育课程改革背景下出现的一种新的教学形态。相对于传统教学而言，对话教学的教师角色、学生角色和师生关系都发生了变化。在对话教学看来，教师是对话的引导者、倾听者和合作者；学生是主动的学习者和建构者；师生关系表现为对话实质的“我一你”关系。     

“质量工程“视角下高校教师素质提升初探

"高等教育本科教学质量与教学改革工程"是新时期深化本科教学改革、提高本科教学质量的重大举措。建设一支高水平的教师队伍是"质量工程"重点建设的六个项目之一,同时也是提高高等学校本科教学质量的重要保证。高校教师应自觉地不断提升自身素质,确保高等教育质量工程有效实施。     

国外知名高校学生评教工作述评与启示——以四所名校为例

以美国、英国和加拿大的四所知名高校。为例，述评其国外学生评教。工作的情况与特点。根据这些情况和特点，从学生评教的内容、指标体系、方式和结果等四方面提出了对我国学生评教工作的建议，并总结构建了一个共同体式的评教体系，以期促进我国评教工作的完善。     

“学生评教”意欲何为

学生评教本应体现学校民主、以学生为本,促进教师专业成长。但在学校普遍实施的“学生评教”实践中,却并没有体现以学生为本、教师为本,而是以管理为本。管理主义单独以效率为中心的价值取向不仅影响教育组织目标的实现,而且管理主义中的人性假设与教育中的人性假设存在着很大的矛盾。“学生评教”应走出这种管理主义的误区,充分体现出高校管理的本质是为教育服务。     

养成教育与大学生素质培养

养成教育在人才的培养过程中具有重要作用,要提升大学生的综合素质,就必须以养成教育为载体,联系大学生实际,把握大学生成才规律,在现实生活的践履中,形成良好的生活、学习、工作及心理习惯,促进大学生的全面、健康、和谐发展。