远程高等教育人才培养质量测评工具的多元概化理论分析

Analyzing Evaluation Tools for Distance Higher Education Quality Based on Multivariate Generalizability Theory

远程高等教育人才培养质量已成为广泛关注的话题,但相关的实证研究却十分有限。而电大开展的远程教育毕业生质量追踪调查在这方面走在了前面。通过多元概化理论的研究发现,该项调查中使用的远程开放教育人才培养质量测评工具《毕业生质量评价表》(单位用)和《学习效果评价表》(毕业生用)的测量精度比较高,可适用于远程高等教育人才培养质量的测评;但各维度对总方差的贡献比例与专家预定的赋分比例有较大差异。研究者认为,在今后的测评中使用实际计算出来的各维度的方差贡献率作为合成分数的权系数应当更科学。而后经由决策研究发现,各维度的项目数量比较合理,但适当增加"业绩"维度的项目数量,其测量精度将高于原始测量精度。

Despite increasing concern for the quality of distance higher education, empirical studies on this topic are scant. This article reports on the survey on the graduates’ quality of the Open and Distance Education Program in CRTVU. The survey used two evaluation tools: Graduates’Quality Evaluation Questionnaire (for employers) and Learning Outcome Evaluation Questionnaire (for graduates). Based on Multivariate Generalizability Theory, it is found that there is a high precision in these evaluation tools, which can be used in evaluating graduates’ quality in distance higher education in general. There is a marked difference between the contribution ratio of each dimension to the total variance and experts’ planned score weighting. The authors argue that, in future evaluation, it is more desirable to calculate the weight coefficient according to the variance contribution ratio of each dimension.