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題 名 | 專科學校師生對「學生評鑑教學品質」之態度=Attitudes toward Student Teaching Evaluations among Faculties and Students |
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作 者 | 楊克平; 黃貞觀; 何美華; | 書刊名 | 耕莘學報 |
卷 期 | 3 2005.06[民94.06] |
頁 次 | 頁5-18 |
分類號 | 521.66 |
關鍵詞 | 學生評鑑教學品質; 教師教學評鑑; 教學態度; Student teaching evaluations; Faculty evaluations; Attitudes; |
語 文 | 中文(Chinese) |
中文摘要 | 學生評鑑教學已持續地在教學品質評鑑上佔有一席之地,其所採用的方法有日漸多元化之趨勢,且教師與學生對其有效性的看法與態度亦正引起廣泛的正視。本研究旨在 (1) 暸解教師與學生對「教學評鑑」所抱持的態度;(2) 比較教師與學生對「學生評鑑教學」所持態度之差異性;(3) 探討教師與學生對「學生評鑑教學結果之影響因素」所持看法之差異性。採方便取樣台灣北部某專科學校之師生;共計50位專任教師及168位曾參與「學生評鑑教學品質」之五專三年級學生。研究工具為研究者參考張 (1999a) 及相關文獻資料所自編之「教師對學生評鑑教學品質」及「學生對學生評鑑教學品質」之五分態度量表;其信度均經內在一致性 (Chronbach’sα=0.87) 測試,並經專家建構其效度。研究結果發現師生皆認同「教師自我評鑑教學品質」及「學生評鑑教學品質」皆有其可取之處。對「學生評鑑教學」方面,師生卻持有不同的態度;而教師儀表與幽默感及課目本身的困難度等均為影響學生評鑑教學的因素。根據研究結果暸解「學生評鑑教學」可為教學品質評鑑中之一重要資訊來源,然過於信賴此單一資訊卻亦是一樁危險之計畫。本研究為發展健全的「學生評鑑教學系統」之一先驅調查,尤其在評鑑題目及方法創新方面尤具參考價值。 |
英文摘要 | Student ratings in faculty evaluations have steadily continued to take precedence and increasingly applied to educational institutions in varied measures. The perceptions of the student ratings between student and faculty, as well as its validity, however, are attracting considerable attention. The purposes of the current study were to (l) understand the attitudes toward “teaching in faculties” among both the students and faculties; (2) compare the differences in attitudes toward “student e teaching valuations” among both the students and faculties; (3) explore the differences in attitudes toward “factors associated with results of the student teaching evaluations” among both the students and faculties. Chang’s (1999a) 5-point scaled questionnaire for measuring attitudes toward student teaching evaluations was adapted and utilized by the investigators in this study. The internal consistency was tested to have its reliability (Chronbachα= 0.87), and a panel of jurors was tested to have its validity. A convenient sampling technique was used to select the study subjects from a nursing college located in northern Taiwan. Questionnaires were distributed to the 218 subjects who were 50 full-time faculties and 168 senior students who had been participated in the student teaching evaluations system. Results showed that both students and faculties recognized faculty’s self evaluation and student’s advisable aspect should be emphasized. There were different attitudes about the student teaching evaluations between faculty and student. Humor and appearance of the faculties, as well as the course itself were all the factors associated with the student ratings in faculty evaluation. Based on the findings, a better understanding of the student ratings in faculty evaluation may be an essential input for teaching quality evaluation yet be dangerous when over reliance on it. This study is antecedent to development of the student teaching evaluation system especially in subject matter and methodology innovations. |
本系統中英文摘要資訊取自各篇刊載內容。