The generalizability of student ratings of instructors: Item specificity and section effects
The generalizability of student ratings of instructors: Item specificity and section effects
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教师学生评分的普遍性：项目特异性和章节效应
DOI：
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发表时间：
1981
期刊：
影响因子：
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通讯作者：
M. Kane
中科院分区：
文献类型：
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作者：
T. Crooks;M. Kane
最近的许多研究都使用概括性理论来检验学生教学评分的可靠性。本研究通过检查同一教师在给定学期教授的课程的不同部分之间评分的一致性，并比较全局和属性类型教师评分项目的表现，扩展了这一研究方向。五个物理教师样本，其规模从 5 到 12 名教师不等，由学生在包含两个全局项目和八个属性项目的表格上进行评分。每位讲师教授课程的两个部分。研究发现，章节效应很小（同一课程的不同章节中教师的评分是一致的），并且评分的普遍性在很大程度上受到项目特异性的影响。出于概括目的，一项全球性项目似乎就足够了。
A number of recent studies have used generalizability theory to examine the dependability of student ratings of instruction. This study extends this line of research by examining the consistency of ratings between different sections of a course taught in a given semester by the same instructor, and by comparing the performance of global- and attribute-type instructor rating items. Five samples of physics instructors, varying in size from 5 to 12 instructors, were rated by their students on a form containing two global and eight attribute items. Each instructor taught two sections of a course. The study found that the section effect was small (ratings of instructors were consistent across different sections of the same course), and that the generalizability of ratings was substantially influenced by item specificity. For summary purposes, one global item seemed sufficient.