学员用军校理科大学教员评价量表的编制及信效度检验

Development and Psychometric Analysis of the Other Report Scale for Evaluation of Military Science College Teachers by Students

目的编制学员用军校理科大学教员评价量表,为今后选拔、评估军校理科大学教员提供量化评价工具。方法基于前期构建的＂军校教员胜任特征模型＂,根据军校学员评价教员的侧重点,采用问卷调查法和专家论证法,对＂同行用军校理科大学教员评价指标体系及权重体系＂进行必要修改,最后构建起适应学员的军校理科大学教员评价指标权重体系,再依据权重体系把评价指标体系转化为评价量表。初步编制的量表经预测后形成实测量表,用实测量表正式施测,以某军校优秀教员为效标,检验量表的效标效度。又针对同一批评价对象进行了重测。结果各分量表和总量表的Cronbach’sα系数和重测系数分别在0.769-0.878、0.805-0.895。对学员用评价量表42个题项和自评量表得分进行因素分析,接着又对学员用评价量表的分量表德、勤、体、能、绩得分进行因素分析,结果 2次得到了同样的三因素模型（课堂质量、教师能力、综合素质）可解释总方差60%以上的变异量。优秀教员组在勤、能、绩的课堂质量、总绩得分及量表总分均显著高于普通组（P〈0.05,P〈0.01）。结论编制的学员用军校理科大学教员评价量表具有良好的信度和效度,可以作为学员量化评价教员的工具。

Objective To develop the other report scale for evaluation of military science college teachers by students （ ORS-EMSCT-BS）, and also to assess its reliability and validity, so as to provide a tool for selecting and evaluating the teachrers. Methods Based upon the previous competencey model and teaching evaluation index weight system of military science college teachers by other teachers, teaching evaluation index weight system of mil- itary science college teachers by students was established using questionnaire investigation and expert judgement. And then, the all evaluation index weights were transformed into evaluation scale （ORS-EMSCT-BS）. The pre- liminary ORS-EMSCT-BS became formal ORS-EMSCT-BS after pretest and revision. Then the formal ORS-EM- SCT-BS was used to evaluate 345 teachers by 1564 students in a military science college. Retest was given to the same 345 teachers by 50 of 1564 students after 35 days. Results （1）The internal consistency of subscales and total scale were good （ Cronbach＇s a = 0. 769 - 0. 878 ）, retest reliability was also good （ coefficient = 0.805 -0.895 ）. （2）The first time exploratory factor analysis of ORS-EMSCT-BS＇s 42 items scores and self-report scale scores showed three factors （teaching quality, teaching ability, comphrehensive qualities） were extracted. The second time exploratory factor analysis of ORS-EMSCT-BS＇s 5 subscale traits scores showed the same three factors were extracted, the three factors explained more than 60% of the total variance. The scores of teaching quality, total a- chievement, and total scale as to diligence, ability, achievement in good military science college teacher group were significantly higher than in ordinary teacher group （P〈0. 05 or P〈0.01 ）. Conclusion ORS-EMSCT-BS has good reliability and validity, so could be used in evaluating military science college teachers＇ comprehensive quali- ties and achievement by students.