واکاوی ارتباط میان تورم نمرات با ارزشیابی دانشجویان از تدریس اساتید
محورهای موضوعی : یادگیریسیداحمد مدنی 1 , علی قاسم‌پور 2
1 - استادیار گروه علوم تربیتی، دانشکدة علوم انسانی، دانشگاه کاشان، کاشان، ایران.
2 - استادیار گروه علوم تربیتی، دانشگاه پیام‌نور، تهران، ایران.
کلید واژه: پیشرفت تحصیلی, دانشجویان, ارزشیابی, تدریس, استادان, ارزشیابی تدریس,
چکیده مقاله :
هدف این پژوهش واکاوی ارتباط میان نمرات پیشرفت تحصیلی دانشجویان با ارزشیابی آنها از تدریس اساتید بود. طرح طولی تحقیق از نوع مطالعات پنلی است که در آن طی فواصل زمانی مشخص اندازه‌گیری‌های لازم انجام می‌شود. دانشجویان شاغل به تحصیل در سه نیمسال پیش از شرایط آموزش مجازی جامعة آماری این تحقیق بوده‌اند. حجم نمونه با نرم‌افزار جی‌پاور و بر اساس آزمون‌های آماری تعیین شد. پس از شرط‌گذاری و غربال بیش از یکصدهزار جفت نمرة دانشجو-ارزشیابی استاد، تحلیل نهایی روی داده‌های مربوط به 1970 دانشجو انجام شد که در سه نیمسال متوالی با یک استاد درس گرفته بودند. ابزار گردآوری داده‌های ارزشیابی اساتید، فرم رسمی مؤسسه در نیمسال‌های مورد نظر بوده است. تحلیل‌ها نشان داد با افزایش نمرة پایان‌ترم دانشجو، نمرة ارزشیابی او از استاد در نیمسال بعد افزایش معناداری پیدا می‌کند. تحلیل تکمیلی مشخص ساخت که اثر نمرة اولیه تا دو نیمسال بعد نیز پایدار می‌ماند، به نحوی که می‌توان گفت با یک واحد افزایش در نمرة پایان‌ترم دانشجویان، پس از دو نیمسال افزایش معناداری بین 1 تا 4 درصد در نمرة ارزشیابی آنها از استادان قابل مشاهده است. ضرایب رگرسیونی ارتباط معدل کل کلاس با ارزشیابی تدریس استادان نیز در حالت دو نیمسال متوالی معنادار بود. سرانجام، تحلیل‌ها بر روی نمرات دروس تخصصی و اصلی دانشجویان نشان داد، در مقایسه با گذشته، در گروه رشته‌های علوم انسانی، ادبیات و معماری و هنر تورم نمره وجود دارد. بر اساس این شواهد پیشنهاد شده است که پدیدة تورم نمرات از منظر ارتباط احتمالی آن با نحوة بهره‌برداری از ارزشیابی‌های دانشجویی در تصمیم‌گیری‌های استخدامی و دانشگاهی اعضای هیات علمی مورد تأمل قرار گیرد.
The purpose of this research was to investigate the relationship between students' academic progress scores and their evaluation of the university professors' teaching. The longitudinal design of this research is a panel study in which the necessary measurements are made over time and at specific intervals. The students studying in the three semesters were the statistical population of this research. The sample size was determined by GPower software and based on the type of statistical tests required. After screening more than one hundred thousand pairs of "student grade-teacher evaluation", the final analysis was performed on the data of 1970 students who had studied with a certain professor in three consecutive semesters. The tool for collecting the evaluation data of the professors was the official survey form of the institution in the intended semesters. The analysis showed that with the increase of the student’s final grade, his/her evaluation grade from the professor in the next semester increases significantly. Supplementary analysis showed that the effect of this initial score remains stable until two semesters late. It can be said that with a one-unit increase in students’ final grade, after two semesters, a significant increase between 1 and 4% in their evaluation grade from professors can be seen. The regression coefficients of the relationship between the grade point average of the whole class and the teaching evaluation of professors were also significant in the case of two consecutive semesters. Finally, the analyzes on the grades of the specialized and main courses of the students showed that compared to the past semesters, there is a grade inflation in the groups of humanities, literature, architecture and art. Based on this evidence, it is suggested that the phenomenon of grade inflation be considered from the point of view of its possible connection and interrelation with the way student evaluations are used in the employment and academic decisions of faculty members.
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_||_شیخ الاسلامی، ندا.، یونسی، جلیل.، و دلاور، علی. (1400). پیامدهای تورم نمره در آموزش عالی و راهکارهای مقابله با آن. اندیشه های نوین تربیتی، 17(1 )، 7-38.
ضیایی، مسعود.، میری، محمدرضا.، حاجی آبادی، محمدرضا.، آذرکار، سیده قدسیه.، و پویا اشیک(1386). دیدگاه اساتید و دانشجویان دانشگاه علوم پزشکی بیرجند نسبت به ارزشیابی اساتید توسط دانشجو. مجله علمی دانشگاه علوم پزشکی بیرجند، 13(4)، 9-15.
کریمی، منوچهر.، و احمدی، سیدعلی اکبر. (1400). ارایه مدل شایستگی اختصاصی استادان دانشگاه. آموزش و ارزشیابی، 14 (53)، 159-180.
محمدی خوانقاهی، محمد.، و حسین‌زاده، امیدعلی. (1394). تدوین و اعتباریابی مدل تدریس اثربخش برای اساتید دانشگاه تبریز. آموزش و ارزشیابی، 8 (31)، 71-91.
کمالی، یحیی.، و پورچناری، عبدالله. (1394). بررسی ویژگی‌های استاد خوب از دیدگاه دانشجویان علوم سیاسی دانشگاه شهید باهنر کرمان. آموزش و ارزشیابی، 8 (30)، 117-140.
محسن‌زاده کریمی، ساناز.، ادیب، یوسف.، و حسینی، محمدحسین. (1391). مقایسه عوامل آموزشی موثر بر کیفیت آموزشی دانشکده علوم انسانی دانشگاه آزاد اسلامی واحد تبریز از دیدگاه استادان و دانشجویان. فصلنامه علوم تربیتی، 5 (18)، 121-136.
هادی، رضا.، رضاپور، یوسف.، و سلمان‌پور، صدیقه. (1395). شاخص‌های سنجش کیفیت آموزش عالی بر اساس مدل کانو در دانشگاه ارومیه. آموزش و ارزشیابی، 9 (34)، 35-50.
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Adams, Gary. L., & Engelmann, Siegfried. (1996). Research on Direct Instruction: 25 Years Beyond DISTAR. Seattle: Educational Achievement Systems.
Addison, W. E., Best, J., & Warrington, J. D. (2006). Students’ perceptions of course difficulty and their ratings of the instructor. College Student Journal, 40 (-): 409-416.
Alauddin, M., & T. Kifle. (2014). Does the Student Evaluation of Teaching Instrument Really Measure Instructors’ Teaching Effectiveness? An Econometric Analysis of Students’ Perceptions in Economics Courses. Economic Analysis and Policy, 44(2): 156-168. doi:10.1016/j.eap.2014.05.009.
Atanasio, M., & Capursi, V. (Editors), (2011) Statistical Methods for the Evaluation of University Systems. Berlin, Heidelberg: Springer.
Bachen, Christine. M., McLoughlin, Moira. M., & Garcia, Sara. S. (1999). Assessing the role of gender in college students’ evaluations of faculty. Communication Education, 48(3): 193-210.
Bar, T., Kadiyali, V., & Zussman, A. (2009). Grade Information and Grade Inflation: The Cornell Experiment. The Journal of Economic Perspectives, 23(3): 93-108.
Beenstock, M., & Feldman, D. (2016). Decomposing university grades: a longitudinal study of students and their instructors. Studies in Higher Education, DOI: 10.1080/03075079.2016.1157858
Beran, T., & Violato, C. (2009). Student ratings of teaching effectiveness: Student engagement and course characteristics. Canadian Journal of Higher Education, 39(1): 1-13.
Berezvai, Z., Lukats, Gergely. D., & Molontay, R. (2020). Can professors buy better evaluation with lenient grading? The effect of grade inflation on student evaluation of teaching. Assessment & Evaluation in Higher Education, DOI:10.1080/02602938.2020.1821866
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