大專校院學生進行教師教學評鑑之干擾因素研究

The Disturbing Factors of College Teacher Evaluation: Exploring It from Students' Perspective

10.6925/SCJ.201209_8(3).0004

陳麗如(Li-Ju Chen)

大專 ； 教師評鑑 ； 教學評鑑 ； 評鑑干擾 ； 評鑑偏差 ； 學生評鑑 ； college ； evaluation bias ； evaluation disturbance ； students evaluation ； teacher evaluation ； teaching evaluation

教育研究與發展期刊

8卷3期（2012 / 09 / 30）

91 - 121

繁體中文

我國大專校院學生進行教師教學評鑑之制度自1980年代即開始執行，然而其評鑑工作之信效度受到諸多質疑。本研究從學生自省探討在填寫教師教學意見調查表時，所存在可能影響準確度的干擾因素，以自編之「教師教學評鑑資料填寫態度問卷」為工具，取得來自臺灣北中南東34所學校，共1128位大專學生樣本資料，探討其對教師教學評鑑時可能影響準確度之干擾現象，進而了解其中對干擾因素之預測變項。結果發現大專學生進行教師教學評鑑受到的干擾情形並不高，但比較之下仍依學生不同背景條件而在部份干擾因素上有不同的評鑑干擾情形，且某些變項對於評鑑干擾仍具預測現象。本研究最後提出教師教學評鑑工作之建議，以做為各大專校院教學資源中心相關單位規劃教師教學評鑑工作及應用學生進行教師教學評鑑結果之參考。

Evaluation of teacher' teaching performance by students in Taiwan began in 1980s. But the reliability and validity of evaluation have been doubted. This study was to explore the existing disturbing factors of teacher evaluation in colleges. The participants included 1128 college students of 34 colleges from Taiwan. It was found that: (1) The involvement of disturbing factors was not as high as expected. (2) There were some variables which significantly increased the evaluation disturbance. (3) There were some variables which strongly predict the evaluation disturbance. Findings indicate implications for practice and further studies on teacher evaluation.

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