Student Ratings of Instruction and Their Relationship to Student Learning
Student Ratings of Instruction and Their Relationship to Student Learning
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学生对教学的评分及其与学生学习的关系
DOI：
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发表时间：
1976
期刊：
影响因子：
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通讯作者：
J. Centra
中科院分区：
文献类型：
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作者：
J. Centra
学生对教学的评分与 7 门课程 72 个部分的考试成绩相关。在其中两门课程中，学生被随机分配到各个部分。课程之间的相关性模式表明，教师效率和课程对学生的价值的全球评级与平均考试成绩相关性最高（24 个产品时刻中有 12 个产品时刻和部分相关性为 58 或以上）。对课程目标和组织以及讲座质量的评分也与成绩有很好的相关性。教学其他方面的评分，例如师生关系或课程的难度/工作量，与成绩分数没有很高的相关性。
Student ratings of instruction were correlated with examination performance in 72 sections of seven courses. In two of the courses, students had been randomly assigned to sections. The pattern of correlations across the courses indicated that the global ratings of teacher effectiveness and of the value of the course to students were most highly related to mean exam performance (12 out of 24 product-moment and partial correlations were 58 or above). Ratings of course objectives and organizations, and of the quality of lectures were also fairly well correlated with achievement. Ratings of other aspects of instruction, such as the teacher-student relationship or the difficulty/workload of the course, were not highly related to achievement scores.