Effects of Grading Leniency and Low Workload on Students' Evaluations of Teaching: Popular Myth, Bias, Validity, or Innocent Bystanders?
Effects of Grading Leniency and Low Workload on Students' Evaluations of Teaching: Popular Myth, Bias, Validity, or Innocent Bystanders?
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评分宽大和低工作量对学生教学评价的影响：流行的神话、偏见、有效性还是无辜的旁观者？
DOI：
10.1037/0022-0663.92.1.202
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发表时间：
2000
影响因子：
4.9
通讯作者：
L. Roche
中科院分区：
文献类型：
--
作者：
H. Marsh;L. Roche
两项研究揭穿了一个流行的神话，即学生对教学的评估（SET）因作业量低和评分宽松而存在很大偏差。工作负载偏差是站不住脚的，因为工作负载-SET 关系是正的。小等级-SET 关系（总体评分为 0.20）有许多得到充分支持的解释，且不涉及偏见。一些 SET 因素（例如组织、热情）与成绩无关，与学习相关性最高（0.30），这意味着有效的教学效果而不是偏见。结构方程模型证实，感知学习和先前特征（课程水平、先前学科兴趣）在很大程度上解释了成绩与设置的关系。这种关系也是非线性的，因此高分（有时被误用为宽大处理措施）与 SET 无关。与基于偏见主张的可怕预测相反，工作量、预期成绩及其与 SET 的关系在 12 年来一直保持稳定。
Two studies debunk popular myths that student evaluations of teaching (SETs) are substantially biased by low workload and grading leniency. A workload bias is untenable because the workload-SET relation is positive. The small grade-SET relation (.20 for overall ratings) has many well-supported explanations that do not involve bias. Some SET factors (e.g., Organization, Enthusiasm) are unrelated to grades, and the highest relation is with Learning (.30), implying valid teaching effects rather than bias. Structural equation models confirmed that perceived learning and prior characteristics (course level, prior subject interest) account for much of the grade-SET relation. The relation is also nonlinear, so that high grades (sometimes misused as a leniency measure) are unrelated to SETs. Contrary to dire predictions based on bias claims, Workload, expected grades, and their relations with SETs were stable over 12 years.
评分宽大是学生评分中可去除的污染物。
DOI：
10.1037//0003-066x.52.11.1209
发表时间：
1997
期刊：
The American psychologist
影响因子：
--
作者：
Greenwald,AG;Gillmore,GM
通讯作者：
Gillmore,GM
DOI：
10.1037//0003-066x.52.11.1182
发表时间：
1997
期刊：
The American psychologist
影响因子：
--
作者：
Greenwald,AG
通讯作者：
Greenwald,AG