学生评教对高校教师教学行为的影响——基于国内某高校学生评教结果的实证研究

Impacts of Student Evaluation Results on Teaching Performance of College Faculty——An empirical evidence based on student evaluation results from a university in China

学生评教是当前高校教学质量保障体系建设中应用最广泛的制度之一。通过收集国内某所"一流大学"建设高校2013—2017年所有课程的评教结果,构建长面板数据样本库,运用固定效应模型控制课程与教师的异质性并处理序列相关问题,刻画前期授课的评教得分对教师当期授课表现的影响规律,从而评估"以评促教"机制的效果。在此基础上,通过对该校教师的半结构化访谈,全面地了解教师对学生评教结果的态度。研究发现,前期开课得到差评会导致教师显著改善当期授课的教学表现,并且依据差评严重程度的不同,教师表现的改善幅度在教学的不同方面呈现差异。

Student evaluation of teaching is one of the most widely implemented policies in the construction of the teaching quality assurance system of universities. A longitudinal dataset was constructed by collecting student evaluation results of all courses and instructors during 2013-2017 from a ＂first-class＂ university in China. Fixed-effect models were used to control the time-invariant heterogeneity across individual courses and instructors and deal with serial correlation issues. Patterns of the impacts of prior evalution results on current teaching performance were described to evaluate the effects of the ＂promotion teaching by evalration＂ mechanism.On the basis of the empirical work, semi-structured interviews were conducted with instructors to understand their attitudes towards teaching evaluation results thoroughly. Results show that upon receiving poor evaluation scores in the last period, instructors will significantly increase their current teaching performance. Sizes of the improvements vary across different dimensions of teaching depends on how low the scores are.