Navigating student ratings of instruction
Navigating student ratings of instruction
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DOI：
10.1037/0003-066x.52.11.1198
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发表时间：
1997-11-01
影响因子：
16.4
通讯作者：
Abrami, PC
中科院分区：
文献类型：
--
作者：
dApollonia, S;Abrami, PC
许多学院和大学都采用学生评教作为衡量教学效果的一种(通常是最有影响力的)衡量标准。在这篇文章中，作者提出了证据，尽管有效的教学可能是多维的，但学生对教学的评价衡量的是一般的教学技能，它是由三个子技能组成的：提供教学、促进互动和评估学生的学习。作者随后报告了对多节效度研究的荟萃分析结果，结果表明，学生评分是中等有效的；然而，行政、教师和课程特征影响学生对教学的评分。
Many colleges and universities have adopted the use of student ratings of instruction as one (often the most influential) measure of instructional effectiveness. In this article, the authors present evidence that although effective instruction may be multidimensional, student ratings of instruction measure general instructional skill, which is a composite of three subskills: delivering instruction, facilitating interactions, and evaluating student learning. The authors subsequently report the results of a metaanalysis of the multisection validity studies that indicate that student ratings are moderately valid; however, administrative, instructor, and course characteristics influence student ratings of instruction.