No pain, no gain? The importance of measuring course workload in student ratings of instruction
No pain, no gain? The importance of measuring course workload in student ratings of instruction
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DOI：
10.1037/0022-0663.89.4.743
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发表时间：
1997-12-01
影响因子：
4.9
通讯作者：
Gillmore, GM
中科院分区：
文献类型：
--
作者：
Greenwald, AG;Gillmore, GM
在连续的3个学期中，每个学期对大约200门本科课程进行了调查。课程调查表评估评价等级，预期成绩和课程工作量。以探索性方式为第一项数据开发协方差结构模型，然后在接下来的2项中成功交叉验证。成功模式的两个主要特征是：（a）给予较高分数的课程更受欢迎（从预期分数到评估评级的正向路径），以及（B）给予较高分数的课程具有较轻的工作量（预期分数与工作量之间的负向关系）。这些发现支持了教师评分宽松程度影响评分的结论。这种评分宽松的效果也重要地证明了学生评分是教学质量相对纯粹的指标的标准解释。
Samples of about 200 undergraduate courses were investigated in each of 3 consecutive academic terms. Course survey forms assessed evaluative ratings, expected grades, and course workloads. A covariance structure model was developed in exploratory fashion for the Ist term's data, and then successfully cross-validated in each of the next 2 terms. The 2 major features of the successful model were that (a) courses that gave higher grades were better liked (a positive path from expected grades to evaluative ratings), and (b) courses that gave higher grades had lighter workloads (a negative relation between expected grades and workload). These findings support the conclusion that instructors' grading leniency influences ratings. This effect of grading leniency also importantly qualifies the standard interpretation that student ratings are relatively pure indicators of instructional quality.