The Results of Student Ratings: Paper vs. Online

「學生評鑑教師教學」之結果：紙筆與網路調查的比較

本研究主要是比較紙筆調查與網路調查對於「學生評鑑教師教學」結果的差異性。研究對象為九十學年度第一學期國立花蓮師範學院大學部所開設的624門課，包含一年級198（31.73%）門、二年級161（25.80%）、三年級146（23.40%）以及四年級119（19.07%）門。研究工具為「國立花蓮師範學院教學意見反映調查表」共包含四個層面：「準備與計畫」、「教材與內容」、「教法與技巧」、「作業與評鑑」。研究結果顯示在學生評鑑教師教學所有四個層面及總分，紙筆調查所得的結果都顯著的高於網路調查的結果。在所有的班級中，有573（91.8%）門課，紙筆調查的平均分數高於網路調查的結果。相對的，只有51（8.2%）門課，網路調查的結果高於紙筆調查的結果。研究結果顯示紙筆調查的方式比網路調查的方式，更容易讓學生給任課教師較高的評鑑分數。

The purpose of this study was to compare the results of student ratings of their instructors via paper a nd online surveys. The s ample consisted of students a t 624 undergraduate courses at National H ualien Teachers College in the fall semester of 2001:198（31.73%） freshman courses, 161（25.80%） sophomore courses, 146（23.40%） junior courses, and 119（19.07%） senior courses. The instrument was the Students' Rating of Instructors（SRI） form developed in 1995 at this college. The SRI form was composed of 13 questions rated on a 5-point Likert scale, ranging from "strongly agree"（5 points） to "strongly disagree"（ I point）. These 13 items were clustered around four teaching factors: Preparation/Planning, Material/Content, Method/Skill, and Assignments/Examination. The scores on these four factors were added to give the total score（rating） for a faculty member. The paper scores are significantly higher than the online scores for all of the evaluation items. There are 573（91.8%） courses for which the average total paper evaluation score is higher than the average total online evaluation score, but only 51（8.2%） courses for which the average total online score is higher than the average total paper score. These results indicate that the majority of students in all courses give the instructors a higher score when they evaluate them using the more traditional method: sitting in the classroom and using paper forms.