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題名：大學生評鑑教學量表：編製及效度考驗
書刊名：教育與心理研究
作者：林珊如 引用關係
作者(外文)：Lin, Sunny S. J.
出版日期：1999
卷期：22(下)
頁次：頁295-321
主題關鍵詞：學生評鑑教學；高等教育；確認性因素分析；高階因素結構；Student evaluation of university teaching；Higher education；Confirmatory factor analysis；Higher-order factor structure
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  • 被引用次數被引用次數:期刊(18) 博士論文(1) 專書(3) 專書論文(0)
  • 排除自我引用排除自我引用:18
  • 共同引用共同引用:0
  • 點閱點閱:265
　　　　　本研究以「有效教學」概念為核心，設計出適於台灣大學生採用的總結性教學評鑑量表。 正式測驗包含北部某私立大學22000餘名學生在2670班的評鑑資料。根據有效教學的假設模式把量表的15個題目分屬四個第一階層潛在因素：敬業精神、教學方法、授課內容、及學習成效，第一階層因素再匯整成為單一個第二階因素：教學。隨機抽取614班進行驗證性因素分析，發現全體學生所秉持的評鑑概念與假設模式有所不同，其原因可能是不同學系的老師達成優良教學有不同的方式，或學生對不同學門課程採用不同的評鑑標準，加上評鑑干擾因素的作用。如果把受試群體限制為相近的課程範圍，如大一英文及大一經濟學等多班級科目，則學生對「有效教學」的概念能符合教育學者提出的二階層因素結構，因而肯定學生能以合理的量尺來評鑑教學。建議以「大學生評鑑教學量表」進行總結性教學評鑑時，不應進行全校性評比，而應將比較範圍限制為任教於同一類型科目的老師，則學生所秉持的評鑑量尺才能顯示出合理的結構。
　　　　　This study presents a reliable and valid, summative instrument for evaluating university teaching by Taiwan students, namely Student Evaluation of University Teaching in Taiwan (SEUTT). The initial items were constructed with careful analysis of the definition of effective university teaching to make it appropriate for Taiwan universities. The hypothetical model designated 15 items to 4 first-order factors: commitment, instructional method, instructional content, and learning effect. Then the first-order factors were clustered as a single second-order factor, teaching. A subject pool with 22,000 undergraduates of 2670 classes was included in the formal test. A random sample of 614 classes was selected from the subject pool in the validity examination. Although reliability indices were high, a CFA showed the hypothetical model was significantly different from the model derived from the observed data. In examining effects of the unrelated variables to effective teaching (e.g. colleges, classes size, perceived grading justice, grade expected, perceived workload, reason to take course), all of them substantially influenced evaluation. Besides, faculty and students agreed that strategies for faculty in various fields to achieve ideal instruction would be very different. Therefore, other CFAs were performed, but limited to multisection courses. Freshman English and Introduction to Economics were used as examples, and the result showed responses in both multisection courses did confirm to the hypothetical model. In using SEUTT, a comprehensive comparison including all faculty members may not be adequate. The evaluation scale in students' minds will show effectiveness only when we limit the comparison for teachers in teaching the same multisection course.
期刊論文
1.Abrami, P. C.(1989)。How should we use student ratings to evaluate teaching?。Research in Higher Education，30(2)，221-227。  new window
2.Abrami, P. C.、d'Apollonia, S.、Cohen, P. A.(1990)。Validity of student ratings of instruction: What we know and what we do not。Journal of Educational Psychology，82(2)，219-231。  new window
3.Brandenburg, G. C.、Remmers, H. H.(1927)。A Rating Scale for Instructors。Educational Administration and Supervision，13，399-406。  new window
4.Cohen, P. A.(1981)。Student ratings of instruction and student achievement: A meta-analysis of multisection validity studies。Review of Educational Research，51(3)，281-309。  new window
5.Marsh, H. W.(1984)。Students' Evaluations of University Teaching: Dimensionality, Reliability, Validity, Potential Biases, and Utility。Journal of Educational Psychology，76(5)，707-754。  new window
6.Marsh, Herbert W.(1982)。SEEQ: A reliable, valid, and useful instrument for collecting students' evaluations of university teaching。British Journal of Educational Psychology，52(1)，77-95。  new window
7.交通大學學生輔導中心(1997)。交通大學生學生生活適應的調查。心橋，86(9)。  延伸查詢new window
8.Bagozzi, R. P.(1979)。The role of measurement in theory construction and hypothesis testing: Toward a holistic model。Proceedings of the American Marketing Association，15-33。  new window
9.Bagozzi, R. P.、Philips, L. W.(1982)。Representing and testing organizational theories: A holistic construct。Administrative Science Quarterly，27，459-489。  new window
10.Bentler, P. M.(1980)。Multivariate analysis with latent variables in causal models。Annual Review of Psychology，31，419-456。  new window
11.Bentler, P. M.(1983)。Simultaneous equations as moment structure models: With an introduction to latent variable models。Journal of Econometrics，22，13-42。  new window
12.Fink, E. L.、Monge, P. R.(1985)。An exploration of confirmatory factor analysis。Progress in Communication Sciences，6，167-197。  new window
13.Feldman, K. A.(1976)。The superior college teacher from the student's view。Research in Higher Education，5，243-288。  new window
14.Feldman, K. A.(1989)。The superior college teacher from the student's view。Research of Higher Education，5，243-288。  new window
15.Marsh, H. W.(1991)。Multidimensional students' evaluation of teaching effectiveness: A test of alternative higher-order structures。Journal of Educational Psychology，83，285-296。  new window
16.Ory, J. C.、Parker, S.(1989)。A survey of assessment activities at larger research university。Research in Higher Education，30，373-383。  new window
17.Smalzried, N. T.、Remmers, H. H.(1943)。A factor analysis of the Purdue Rating Scale for Instructors。Journal of Educational Psychology，34，363-367。  new window
18.Abrami, P. C.(1985)。Dimensions of effective college instructors。Review of Higher Education，8，211-228。  new window
19.Abrami, P. C.、d'Apollonia, S.(1991)。Multidimensional students' evaluations of teaching effectiveness- Generalizability of "N=1" Research: Comment on Marsh。Journal of Educational Psychology，83，411-415。  new window
20.Feldman, K. A.(1983)。Seniority and experience of college teachers as related to evaluations they receive from students。Research in Higher Education，18，3-124。  new window
21.Frey, P. W.(1978)。A two-dimensional analysis of student ratings of instruction。Research in Higher Education，9，69-91。  new window
22.Marsh, H. W.(1983)。Multidimensional ratings of teaching effectiveness by students from different academic settings and their relation to student/course/instructor characteristics。Journal of Educational Psychology，75，150-166。  new window
23.Marsh, H. W.(1991)。A multidimensional perspective on students' evaluations of teaching effectiveness: Reply to Abrami and d'Apollonia。Journal of Educational Psychology，83，416-421。  new window
24.Marsh, H. W.、Hocevar, D.(1991)。Students' evaluations of teaching effectiveness: The stability of mean ratings of the same teachers over a 13-year period。Teaching and Teacher Education，7，303-314。  new window
25.McKeachie, W. J.(1979)。Student ratings of faculty: A reprise。Academe，65，384-397。  new window
26.Marsh, H. W.(1987)。Students' Evaluations of University Teaching: Research Findings, Methodological Issues, and Directions for Future Research。International Journal of Educational Psychology，11(3)，253-388。  new window
會議論文
1.林珊如(1997)。大學生評鑑教學量表之效度考驗。第三屆兩岸心理與教育測驗學術研討會。  延伸查詢new window
2.吳肇銘、邵孔屏、吳懷真、孔祥光(1995)。影響「教學評鑑」結果之因素探討：以中原大學商學院為例。1995年大學教育學術研討會：大學自主與社會責任。國立台灣師範大學教育研究中心。  延伸查詢new window
3.孟慶茂、趙增梅(1997)。大學生評價教師教學效果的多維性研究。第三屆兩岸心理與教育測驗學術研討會。  延伸查詢new window
4.謝臥龍、劉宏文、陳順勝(1992)。教師對教學品質評估系統之態度：以五所私立醫學院為例之研究。1995年大學教育學術研討會：大學自主與社會責任。國立台灣師範大學教育研究中心。  延伸查詢new window
5.Lin, S. J.、Jang, L. C.(1997)。Designing an instrument for students to evaluate university teaching in Taiwan: A confirmatory factor analysis。1997 Annual Meeting of American Educational Research Association。Chicago。  new window
研究報告
1.劉燦樑、林珊如、游家政、吳端屯、王國隆、吳根明(1991)。淡江大學教學評鑑--學生意見調查研究。淡江大學教育研究中心。  延伸查詢new window
圖書
1.Blalock, H. M. Jr.(1985)。Causal models in the social sciences。Chicago：Aldine-Atherton。  new window
2.Jöreskog, K. G.、Sörbom, D.(1989)。LISREL 8: A guide to the program and applications。Chicago, IL：SPSS Inc.。  new window
3.Hayduk, L. A.(1989)。Structural equation modeling with LISREL。Baltimore, ML：Johns Hopkins University Press。  new window
其他
1.淡江大學學務處(1997)。淡江大學生學生生活適應的調查。  延伸查詢new window
圖書論文
1.詹棟樑(1995)。如何對教師進行評鑑。教育評鑑。臺北市：師大書苑。  延伸查詢new window
2.Cashin, W. E.(1990)。Student do rate different academic fields differently。Student ratings of instruction: Issues for improving practice, new directions for teaching and learning。San Francisco, CA：Jossey-Bass。  new window
3.Fink, E. L.(1980)。Unobserved variables within structural equation models。Multivariate techniques in human communication research。New York：Academic Press。  new window
4.Herting, J. R.(1985)。Multiple indicators models using LISREL。Causal models in the social sciences。Chicago：Aldine-Atherton。  new window
5.林珊如、劉燦樑(1995)。製定大學生評鑑教學量表：以二層次因素結構達成雙重評鑑功能。教育評鑑。台北：師大書苑。  延伸查詢new window
 
 
 
 
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