HKIER

Abstract

An investigation is reported which tests the applicability of two American instruments designed to assess tertiary student's evaluations of teaching effectiveness with 87 Hong Kong graduate students. Each student was asked to complete an evaluation questionnaire for both a 'good' lecturer and a 'poor' lecturer so much of the analysis actually was based on the analysis of 174 rating forms. The scales were found to have generally high internal consistency reliability coefficients, most of the items were seen to be appropriate and all but one item was considered of importance by at least some of the students. In addition, all but the Work/Difficulty items clearly differentiated between 'good' and 'poor' lecturers. Further analysis supported the convergent and discriminant validity of the scales hypothesized to measure similar or dissimilar components of effective teaching. Factors analysis showed both a strong main factor and three minor factors providing some further support for a multidimensional model of teaching effectiveness.

摘要

這個報告是有關一個調查研究，看看美國兩個用來評定專上學生如何評核教學效能的工具的適用程度。調查的大專畢業學生達八十七人。每一位畢業生必須對心目中的一位「好」和一位「差」的講師加以評核，填妥問卷後交回分析。問卷達一百七十四份。調查研究發現測驗量表內部的相符度及可靠性係數十分高。問卷中的各測驗項目均合乎是次測試的目的，而學生對各測驗項目均感重要。所有測驗項目均能分別「好」與「差」的講師，只有「功課量」及「難度」兩項目例外。進一步的分析則顯示量表所量度各個高效率教學的組合識別性及輻合性極高。因素分析更顯示一個主要因素及三個次要因素對高效率教學的重要性，此乃直接支持多層面教學效能的模式理論。