使用階層線性模式分析學生評量教學績效之資料

Student Evaluation of Teaching Effectiveness: A Hierarchical Linear Model

10.7108/PT.200412.0163

黃瓊蓉(Chiung-Jung Huang)

學生評量教師績效 ； 階層線性模式 ； studeut endutation of teaching effectiveness ； hierarchical linear model

測驗學刊

51卷2期（2004 / 12 / 01）

163 - 184

繁體中文

本研究以168班約5400名學生為樣本，暸解個人因素與班級因素對學生評量教學品質的相對重要性，使用階層線性模式的方法，發現個人的因素解釋大部分的變異，尤其是先前的興趣與預期的分數是影響學生評量的重要因素。至於第二層的因素，如班級大小、教授的性別、教授的職級對第一層預測變數參數的影響是弱的且不顯著的。因為班級層次的變異是大的（30%和38%），未來的研究應該使用階層線性模式，探索其它教學過程的因素對學生評量的影響。

Student ratings were analyzed in relation to individual- and class-level factors in a sample of about 5400 students in 168 classes in order to examine the relative importance of individual-and class-level factors in the determination of student evaluation of teaching quality. Hierarchical linear models showed that individual measures accounted for most of the variance. Prior interest and expected grade were the preponderant influence on students' ratings, in terms of level-2 variables, the effect of class size, professor's gender, and rank on parameters for level-1 variables was weak and insignificant. Because class-level variation was large (30% and 38%), other contextual factors should be explored in future studies of student evaluation of teaching effectiveness and multilevel analyses.

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