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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DOI：
10.1037//0022-0663.92.1.202
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发表时间：
2000-03-01
影响因子：
4.9
通讯作者：
Roche, LA
中科院分区：
文献类型：
--
作者：
Marsh, HW;Roche, LA
两项研究揭穿了流行的神话，即学生对教学的评估（set）因低工作量和评分宽松而存在很大的偏见。工作负载偏差是站不住脚的，因为工作负载-设置关系是正的。小等级- set关系(。20分（总体评分）有许多有充分支持的解释，不涉及偏见。一些SET因素（例如，组织、热情）与成绩无关，与学习的关系最高。30)，暗示有效的教学效果，而不是偏见。结构方程模型证实，感知学习和先验特征（课程水平、先验学科兴趣）在成绩- set关系中占有重要地位。这种关系也是非线性的，因此高分（有时被误用为宽大的衡量标准）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年内是稳定的。
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) ate unrelated to SETs. Contrary to dire predictions based on bias claims, Workload, expected grades, and their relations with SETs were stable over 12 years.