Does Instructors’ Grading Policy Affect Student Evaluation of Teaching? Evidence from National Tsing Hua University

教師評分方式對教學意見調查影響之研究

商瓈丹(Li-Dan Shang)

指導教授 ： 林世昌

國立清華大學/科技管理學院/經濟學系/碩士(2016年)

摘要

本文利用國立清華大學之完善教學評鑑統計結果，首次量化教師名聲，揭露教師教學評鑑結果與教師名聲之間關聯性。我們發現教師歷年評比學生之成績高低以及教師歷年評比學生成績之公平性會顯著影響教學評鑑之結果。教師可藉由評比學生高分以及使班上學生分數較分散而獲得較好之名聲，因而獲得較優良之教學評鑑結果。其中，教師名聲與教學評鑑結果的關係會受到課程相關特性、教師相關特性以及學生相關特性影響。

關鍵字

教學意見調查 ； 教師名聲

並列摘要

This paper takes advantage of a uniquely compiled data set from National Tsing Hua University to empirically evaluate whether the results of student evaluation of
teaching (SET) are affected by the reputation of instructors with controlling other factors. Our results show that there exists a significant impact between reputation/justice and student evaluation of teaching (SET). In particular, our empirical results suggest
that if instructors are willing to gain better SET outcome, what they should do is to establish their reputation by giving students higher grades and treating students fairly. We also find that courses, instructors and students related characteristics are important
in regard to SET.

並列關鍵字

Student Evaluation of Teaching ； Reputation

參考文獻

Evaluation of College Teaching, Quality Assurance in Education, 9(4), 197-207.

[1] Aleamoni, L.M. (1981), Student ratings of instruction, in Millman, J. (Ed.), Handbook

[3] Baker, S. and N. Pomerantz (2000), Impact of Learning Communities on Retention at

a Metropolitan University, Journal of College Student Retention, 2(2), 115-126.

[4] Bean, J. P. and S. B. Eaton (2001-2002), The Psychology Underlying Successful Retention