大學教師與大學生對學生評鑑教師教學之認知研究

A Comparison of Views on Student Rating Between College Teachers and Students

學生評鑑教師教學制度在國內已實施多年，然其成效卻未臻理想。因此瞭解師生雙方對學生評鑑的整體看法與差異，實為提昇大學教師與學生對學生評鑑之信任與參與程度的首要步驟。本研究針對中部某醫藥大學專任教師與學生，以問卷調查方式探究大學教師與學生對學生評鑑教師教學的整體認知與其差異。本研究共發出3266份問卷，其中教師回收部分有效問卷215份，有效率98.6%，學生回收部分有效問卷2283份，有效率93.5%。本研究有五點發現：（1）教師與學生對學生評鑑的看法有顯著差異、（2）不同性別教師對學生評鑑的看法沒有顯著差異、（3）不同職別教師對學生評鑑的看法有顯著差異、（4）不同年級學生對學生評鑑的看法有顯著差異與（5）「教師表達能力與解說」、「學生期末成績」、「師生互動」、「教師備課內容」和「課程為必修或選修」分別為教師與學生認為影響學生評鑑結果的主要因素。本研究提出三點建議，分別為：（1）加強教師和學生對學生評鑑功能之瞭解、（2）加強學生對有關學生評鑑中學校行政過程瞭解與（3）教師與學生共同認為影響學生評鑑結果的主要因素，需作為學生評鑑問卷的設計與發展的依據。

Student rating has been implemented in colleges in Taiwan for years, but the results are far from satisfying. The valid response rate is low, and college teachers are skeptical about students' evaluation and judgment. The goals of student rating are not realized, and yet student rating is done routinely year after year. Therefore, there is a need to understand both the teacher's and student's views on student rating. This would be the first step to enhance the trust and encourage participation in student rating. The research is aimed to investigate and compare the views on student rating between teachers and students in a medical university in central Taiwan based on a survey of 3266 respondents. The results of the survey yielded five major findings. First, there are significant different views on student rating between teachers and students. Second, the gender of the teacher did not significantly affect teachers' views on student rating. Third, the ranking of the teacher significantly affected their views on student rating. Fourth, the year of study of the student significantly affected their views on student rating. Fifth, "teacher's communication and lecture ability," "student's semester final grade," "teacher-student interaction," "contents of the course prepared by the teacher," and "course status---required or elective" are the major factors influencing the results of student rating. Based on the results of the research, three suggestions are proposed. First, efforts should be made to improve the teacher's and student's understanding about student rating. Second, students need to be informed of the administrative procedure of student rating. Third, the design and development of student rating questionnaire need to consider the most influential factors in student rating that are identified by both teachers and students.