Measurement of Student Competency for Evaluating College Courses.

这项研究考察了学生在评估大学课程时所使用的能力的不同方面，以期阐明这些能力在实际应用中的有效性。第一年是关于学生对课程的评价以及测量和评价的一般方法的文献综述。本研究还从统计学的角度和内容分析的角度对课程评价的几种做法进行了考察，前者是观察到总体统计稳定性和平均评分值，尽管学生群体差异很大，后者的定性分析导致了一个关键的观点，即学习交流的每个组成部分都进行了对话参与。二年级主要关注学生对课程评价效度的认知及其进一步发展。评价项目的自由描述和重要性评分表明，尽管学生对课堂教学的评价有一套清晰的观点，但由于之前的课程评价经验不多，对标准教学效能的忽视，以及对其他学生的反应知之甚少，他们很难确定自己的反应标准。这些结果表明，在解释评价调查结果时，有必要考虑学生关于课堂学习和评价的观念，并将其与教师的观念进行对比。此外，评价技能及其有效性的提高可能不是通过经验本身实现的，而是通过师生在评价实践中的合作，嵌入到改进课堂教学的反馈循环中。有效教学的探索性条件也应该如此，通过师生共同努力，培养良好的教学眼光。

The research examined different aspects of competency used by students to evaluate college courses in view of elucidating their validity when implemented in real situations. Year 1 was spent in literature review regarding course evaluation by students and general methodology of measurement and evaluation. Several practices of course evaluation were also executed and examined both from the statistical viewpoint and content analysis, with the former bearing the observation of overall statistical stability with mean rating values, despite a wide variety among student population, as well as the latter qualitative analysis leading to a key perspective of dialogic participation of each constituent of learning communication. Year 2 focused on student cognition related to the validity of course evaluation and its further development. Free descriptions and importance rating of evaluation items revealed that, although the students do have a distinct set of perspectives evaluating class teaching, they are hardly certain of their response criteria due to little prior experience of course evaluation, ignorance of standard teaching efficacy and little awareness of other students' responses. Those results suggest the necessary consideration of student conceptions regarding classroom learning and evaluation, which are to be contrasted against teacher conceptions, in interpreting the result of evaluation surveys. Furthermore, increase of evaluation skills and their validity may not be achieved by experience per se, but through teacher-student collaboration in the very practice of evaluation, embedded in the feedback cycle of improving class teaching. It ought to be also the case with exploring conditions of effective teaching, by way of collaborative endeavor among teachers and students toward cultivating the eye for 'good' teaching.