隨著高等教育的大幅開放,加強教師教學品質及專業技能,已成為各校面臨的新課題與未來發展方向。正修科技大學為提升教師教學品質,於每學期針對學生評鑑教師教學效果進行「教學回饋意見調查」。調查問卷為確能達到真實反映教師的教學情形,因此針對教師「教學互動」、「教學態度及素養」、「教學方式及技巧」以及「綜合評量」之各項教學進行衡量。利用學生填答問卷評鑑教師教學常因學生對教師或學科難易等因素影響,而無法客觀評量教師整體教學狀況。此外以單一問項評鑑教師整體教學狀況,常會因各教師間的評分差異微小而降低評鑑的功能。本文主要目的在建立評量教師整體教學評鑑的分析模型,針對調查特性利用因素分析、Linear lens models及多項羅吉模型重新建立教師整體教學效果模型,以建構更客觀公正的教師整體教學效果評量方法。本文除嘗試以學校行政單位角度建立教師教學成效評量方法之外,並提供瞭解教師各項教學向度及整體教學狀況表現的優缺點。
Student evaluations of teaching effectiveness are commonly used to evaluate class instruction. In educational research, it is an important study to measure how teaching processes affect students' learning processes. The main purpose of this research is to analyze the student ratings of instructions at Cheng Shiu University. In this research, we find that it may be underrated as evaluating instructors' teaching effectiveness by a single questionnaire. Hence, we develop a new model which uses factor analysis, linear lens models of judgment and multinomial logit model to analyze and rank the teaching effectiveness of instructors more objectively. Our new method can correct the underrated teaching effectiveness and helps find out how students evaluate the instructors' teaching effectiveness. Finally, we propose the suggestions for instructions and administration to improve teaching process in class.