Does the Wording of Syllabi Affect Student Course Assessment in Introductory Political Science Classes?
Does the Wording of Syllabi Affect Student Course Assessment in Introductory Political Science Classes?
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教学大纲的措辞是否会影响政治学入门课程中学生的课程评估？
DOI：
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发表时间：
2002
期刊：
影响因子：
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通讯作者：
Stephen Hartlaub
中科院分区：
文献类型：
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作者：
J. Ishiyama;Stephen Hartlaub
在这篇文章中，我们研究的教学大纲措辞的影响，学生如何评估一个假设的教师在一个中等规模的国家机构的政治学入门课程。学生参与者是从该机构的政治学课程中招募的，并随机分配到两组。这些小组被要求回顾一堂政治学入门课的教学大纲样本，并回答一些关于讲师的问题，以及一些人口统计学问题。除了要求的措辞之外，教学大纲是相同的。对一组国家来说，要求是以“奖励”的方式表达的;对另一组国家来说，要求是以“惩罚”的方式表达的。
In this article, we examine the impact of syllabi wording on how students assess a hypothetical instructor for an introductory political science course at a medium-sized state institution. Student participants were recruited from political science classes at this institution and randomly assigned to two groups. The groups were asked to review a sample syllabus from an introductory political science class and answer a number of questions regarding the instructor, as well as a few demographic questions. The syllabi were identical except for the wording of the requirements. For one group, the requirements were expressed in “rewarding” terms; for the other, the requirements were expressed in “punishing” terms.