学生评教对高校教师教学行为的影响——基于国内某高校学生评教结果的实证研究
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摘要
学生评教是当前高校教学质量保障体系建设中应用最广泛的制度之一。通过收集国内某所"一流大学"建设高校2013—2017年所有课程的评教结果,构建长面板数据样本库,运用固定效应模型控制课程与教师的异质性并处理序列相关问题,刻画前期授课的评教得分对教师当期授课表现的影响规律,从而评估"以评促教"机制的效果。在此基础上,通过对该校教师的半结构化访谈,全面地了解教师对学生评教结果的态度。研究发现,前期开课得到差评会导致教师显著改善当期授课的教学表现,并且依据差评严重程度的不同,教师表现的改善幅度在教学的不同方面呈现差异。
Student evaluation of teaching is one of the most widely implemented policies in the construction of the teaching quality assurance system of universities. A longitudinal dataset was constructed by collecting student evaluation results of all courses and instructors during 2013-2017 from a "first-class" university in China. Fixed-effect models were used to control the time-invariant heterogeneity across individual courses and instructors and deal with serial correlation issues. Patterns of the impacts of prior evalution results on current teaching performance were described to evaluate the effects of the "promotion teaching by evalration" mechanism.On the basis of the empirical work, semi-structured interviews were conducted with instructors to understand their attitudes towards teaching evaluation results thoroughly. Results show that upon receiving poor evaluation scores in the last period, instructors will significantly increase their current teaching performance. Sizes of the improvements vary across different dimensions of teaching depends on how low the scores are.
Student evaluation of teaching is one of the most widely implemented policies in the construction of the teaching quality assurance system of universities. A longitudinal dataset was constructed by collecting student evaluation results of all courses and instructors during 2013-2017 from a "first-class" university in China. Fixed-effect models were used to control the time-invariant heterogeneity across individual courses and instructors and deal with serial correlation issues. Patterns of the impacts of prior evalution results on current teaching performance were described to evaluate the effects of the "promotion teaching by evalration" mechanism.On the basis of the empirical work, semi-structured interviews were conducted with instructors to understand their attitudes towards teaching evaluation results thoroughly. Results show that upon receiving poor evaluation scores in the last period, instructors will significantly increase their current teaching performance. Sizes of the improvements vary across different dimensions of teaching depends on how low the scores are.
引文
[1]江姗.哈佛大学教学质量保障体系建设探析---基于学生评教的视角[J].高校教育管理,2016(2).
[2]李硕豪,富阳丽.大学课堂教学评价研究十年回眸[J].现代教育管理,2017(6).
[3]江利.我国高校学生评教研究综述[J].黑龙江教育:高教研究与评估,2017(1).
[4]陈剑启,江晓帆.国内外关于学生评教的相关研究综述[J].中国集体经济,2008(3).
[5]MARSH H W,HOCEVAR D.Students’evaluations of teaching effectiveness:The stability of mean ratings of the same teachers over a 13-year period[J].Teaching and Teacher Education,1991,7(4):303-314.
[6]李建芬,饶国军.高校学生评教的有效性及改进措施[J].教育理论与实践,2004(20).
[7]陈富,杨晓丽.学生评教何以认真---基于对学生的调查[J].大学:研究版,2015(10).
[8]王婉萍.“学生评教”作用及其局限性研究[J].黑龙江高教研究,2005(2).
[9]宋歌.基于学生评教态度的评教结果有效性探析[J].高教论坛,2017(7).
[10]邰枫,崔有为,袁亚丽,等.学生评教指标对课堂评价结果影响的研究[J].北京教育:高教版,2017(12).
[11]王力纲,何汉武.基于区分度及可信度的学生评教模型的构建[J].高教探索,2018(4).
[12]ROBINSON V M,LLOYD J,ROWE K J.The impact of leadership on student outcomes:An analysis of the differential effects of leadership types[J].Educational Administration Quarterly,2008,44(5):635-674.
[13]TAYLOR E S,TYLER J H.The effect of evaluation on teacher performance[J].American Economic Review,2012,102(7):3628-3651.
[14]DELVAUX E,VANHOOF J,TUYTENS M,et al.How many teacher evaluation have an impact on professional development?A multilevel analysis[J].Teaching and TeacherEducation,2013,36(6):1-11.
[15]周继良,龚放,秦雍.高校学生评教的制度定位逻辑及其纠偏---基于学生评教制度文本的分析[J].中国高教研究,2017(11).
[16]KOLSTAD J T.Information and quality when motivation is intrinsic:Evidence from surgeon report cards[J].American Economic Review,2013,103(7):2875-2910.
[17]ANDRABI T,DAS J,KHWAJA A I.The impact of providing school and child test scores on educational markets[J].American Economic Review,2017,107(6):1535-1563.
[18]JACOB B A,LEVITT S D.Rotten apples:An investigation of the prevalence and predictors of teacher cheating[J].Quarterly Journal of Economics,2003,118(3):843-877.
[19]BANDIERA O,BARANKAY I,RASUL I.Social preferences and the response to incentives:Evidence from personal data[J].Quarterly Journal of Economics,2005,120(3):917-962.
[20]SAUERMANN H,COHEN W M.What makes them tick?Employee motives and firm innovation[J].Management Science,2015,65(12):2134-2153.
[21]张光进,马向平,蔣廷凯.论学生评教结果的反馈[J].大学教育,2017(7).
[22]陈磊,倪天倪.学生评教差评教师的有效性研究[J].高教探索,2012(1).
[23]别敦荣,孟凡.论学生评教及高校教学质量保障体系的改善[J].高等教育研究,2007(12).
[24]张锋,张瑛,周芸,等.医学学生评教现状调查及影响因素分析[J].中国高等医学教育,2016(3).
[25]饶燕婷.美国大学学生评教的影响因素研究评述[J].比较教育研究,2009(8).
[26]周倾楚.高校学生评教现状分析及其规范研究[J].管理观察,2017(11).
[27]FINK L D.Creating significant learning experiences:An integrated approach to designing college courses[M].San Francisco:Jossey-Bass,2013:27-59.
[28]陈佑清,陶涛.“以学评教”的课堂教学评价指标设计[J].课程·教材·教法,2016(1).
[2]李硕豪,富阳丽.大学课堂教学评价研究十年回眸[J].现代教育管理,2017(6).
[3]江利.我国高校学生评教研究综述[J].黑龙江教育:高教研究与评估,2017(1).
[4]陈剑启,江晓帆.国内外关于学生评教的相关研究综述[J].中国集体经济,2008(3).
[5]MARSH H W,HOCEVAR D.Students’evaluations of teaching effectiveness:The stability of mean ratings of the same teachers over a 13-year period[J].Teaching and Teacher Education,1991,7(4):303-314.
[6]李建芬,饶国军.高校学生评教的有效性及改进措施[J].教育理论与实践,2004(20).
[7]陈富,杨晓丽.学生评教何以认真---基于对学生的调查[J].大学:研究版,2015(10).
[8]王婉萍.“学生评教”作用及其局限性研究[J].黑龙江高教研究,2005(2).
[9]宋歌.基于学生评教态度的评教结果有效性探析[J].高教论坛,2017(7).
[10]邰枫,崔有为,袁亚丽,等.学生评教指标对课堂评价结果影响的研究[J].北京教育:高教版,2017(12).
[11]王力纲,何汉武.基于区分度及可信度的学生评教模型的构建[J].高教探索,2018(4).
[12]ROBINSON V M,LLOYD J,ROWE K J.The impact of leadership on student outcomes:An analysis of the differential effects of leadership types[J].Educational Administration Quarterly,2008,44(5):635-674.
[13]TAYLOR E S,TYLER J H.The effect of evaluation on teacher performance[J].American Economic Review,2012,102(7):3628-3651.
[14]DELVAUX E,VANHOOF J,TUYTENS M,et al.How many teacher evaluation have an impact on professional development?A multilevel analysis[J].Teaching and TeacherEducation,2013,36(6):1-11.
[15]周继良,龚放,秦雍.高校学生评教的制度定位逻辑及其纠偏---基于学生评教制度文本的分析[J].中国高教研究,2017(11).
[16]KOLSTAD J T.Information and quality when motivation is intrinsic:Evidence from surgeon report cards[J].American Economic Review,2013,103(7):2875-2910.
[17]ANDRABI T,DAS J,KHWAJA A I.The impact of providing school and child test scores on educational markets[J].American Economic Review,2017,107(6):1535-1563.
[18]JACOB B A,LEVITT S D.Rotten apples:An investigation of the prevalence and predictors of teacher cheating[J].Quarterly Journal of Economics,2003,118(3):843-877.
[19]BANDIERA O,BARANKAY I,RASUL I.Social preferences and the response to incentives:Evidence from personal data[J].Quarterly Journal of Economics,2005,120(3):917-962.
[20]SAUERMANN H,COHEN W M.What makes them tick?Employee motives and firm innovation[J].Management Science,2015,65(12):2134-2153.
[21]张光进,马向平,蔣廷凯.论学生评教结果的反馈[J].大学教育,2017(7).
[22]陈磊,倪天倪.学生评教差评教师的有效性研究[J].高教探索,2012(1).
[23]别敦荣,孟凡.论学生评教及高校教学质量保障体系的改善[J].高等教育研究,2007(12).
[24]张锋,张瑛,周芸,等.医学学生评教现状调查及影响因素分析[J].中国高等医学教育,2016(3).
[25]饶燕婷.美国大学学生评教的影响因素研究评述[J].比较教育研究,2009(8).
[26]周倾楚.高校学生评教现状分析及其规范研究[J].管理观察,2017(11).
[27]FINK L D.Creating significant learning experiences:An integrated approach to designing college courses[M].San Francisco:Jossey-Bass,2013:27-59.
[28]陈佑清,陶涛.“以学评教”的课堂教学评价指标设计[J].课程·教材·教法,2016(1).