EFFECTIVENESS OF STUDENT-RATING FEEDBACK FOR IMPROVING COLLEGE INSTRUCTION - A META-ANALYSIS OF FINDINGS
EFFECTIVENESS OF STUDENT-RATING FEEDBACK FOR IMPROVING COLLEGE INSTRUCTION - A META-ANALYSIS OF FINDINGS
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DOI：
10.1007/bf00976252
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发表时间：
1980-01-01
影响因子：
2.1
通讯作者：
COHEN, PA
中科院分区：
文献类型：
--
作者：
COHEN, PA
本文运用元分析方法，综合了22项比较大学层面学生评价反馈效果的结果。平均而言，反馈对改善教学效果影响不大，但意义重大。教师收到期中反馈的平均数。学期末的总体评分比没有收到期中反馈的教师高出16%。这相当于标准差单位的三分之一以上的收益，或者说15个百分点的收益。当增加或咨询时，学生评分反馈的影响被突出。其他研究特点，如实施改革的时间长短和标准数据的使用，没有产生不同的效果大小。
This article applied meta-analytic methodology to integrate findings from 22 comparisons of the effectiveness of student-rating feedback at the college level. On the average, feedback had a modest but significant effect on improving instruction. Instructors receiving mid-semester feedback averaged. 16 of a rating point higher on end-of-semester overall ratings than did instructors receiving no mid-semester feedback. This corresponded to a gain of over one-third of a standard-deviation unit, or a percentile gain of 15 points. The effects of student-rating feedback were accentuated when augmentation or consultation accompanied the ratings. Other study features, such as the length of time available to implement changes and the use of normative data, did not produce different effect sizes.