Grades, learning, and student evaluation of instruction
Grades, learning, and student evaluation of instruction
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成绩、学习和学生对教学的评价
DOI：
10.1007/bf00991986
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发表时间：
1977
影响因子：
2.1
通讯作者：
R. W. Powell
中科院分区：
文献类型：
--
作者：
R. W. Powell
在第一个实验中，作者在学习心理学课程的不同部分采用了三种不同的评分标准，分别为严格、适度和宽松。课程的其他方面对于每个部分都是相同的。不同的定级标准导致预期方向上的职等分布大不相同。随着评分标准的严格性增加，对教师表现和课程的评价都有所下降。评估问卷上的每一个项目都受到评分标准的系统影响。学习的数量，作为衡量的最终测试的客观部分的表现，随着评分标准的严格性增加而增加。实验二是以笔者在同一学期所教的《心理学导论》两个部分的学生为被试。采用相同的教科书、课程笔记和评分标准。操作变量是测试频率，两个部分每周或每两周接受一次测试。在所有测试中，接受每周测试的学生平均得分高出11.9%。这造成职等分布的巨大差异。等级较低的科在评分表的每一项上的评分都低得多。学生似乎根据他们形成的总体印象（“喜欢”）对教师进行评分，这受到学生获得的分数的强烈影响。
In the first experiment, the author employed three different grading standards, identified as stringent, moderate, and lenient, in separate sections of the course Psychology of Learning. Other aspects of the course were the same for each section. The different grading standards resulted in substantially different grade distributions in the anticipated direction. Evaluations of both the instructor's performance and the couse decreased as the stringency of the grading criteria increased. Every item on the evaluation questionnaire was systematically influenced by the grading criteria. The amount learned, as measured by performance on the objective part of the final test, increased as the stringency of the grading criteria increased. In the second experiment, the subjects were the students in two sections of the course Introductory Psychology, taught by the author during the same term. The same textbook, course notes, and grading criteria were employed. The manipulated variable was test frequency, with the two sections receiving either weekly or biweekly tests. Students in the section receiving weekly tests scored 11.9% higher, on the average, over all tests. This resulted in a substantial difference in grade distributions. The ratings of the section receiving lower grades were substantially lower on every item of the rating form. Students appear to rate instructors on the basis of a global impression (“liking”) which they form, which is strongly influenced by the grade the student receives.