政大教師教學評鑑中 「教學意見調查表」之研究

Abstract

近年，隨著高等教育擴張的結果，在大專院校數量大幅增加的同時 如何維\r\n持高教的品質，已成為各大學關注的焦點。其中，「學生評鑑教師的教學」成為\r\n攸關各校教學品質的重要依據。教學意見調查表形成大學教師教學品質良莠的重\r\n要關鍵指標。然而，一份完全從學生觀點的調查問卷，是否真的可以如實反應出\r\n教師的教學投入與成效？問卷本身的信、效度是否有無經過檢驗？學生對於問卷\r\n的填答態度與認定標準，是否因人而異？教學意見調查的結果能否真正反應出大\r\n學的教學品質？除了學生調查問卷之外，是否有其他相輔的配套措施可以增加教\r\n師教學問題的偵測，以提供教學改進之參考？這些問題都有待釐清。以政大為\r\n例，十九年來從最初實施單純的教學意見調查問卷，直至後來成為各種評鑑教師\r\n升等獎勵措施之依據，學生教學意見調查結果已變成教師升等、續聘、長期聘任、\r\n停聘、不續聘及獎勵之重要甚至是唯一之參考。然而在實施過程，似缺乏有效之\r\n評估與檢討。有鑑於此，本研究目的擬在了解現階段政大教學意見調查之實施狀\r\n況，從問卷調查目的、內容、實施方式、調查結果分析與應用等方面進行探討，\r\n蒐集政大師生與行政人員對於教學評鑑之意見，進而提出改進建議。在研究方法\r\n上，採用小組討論、焦點座談、網路調查問卷等方式，蒐集各方意見，並加以整\r\n理、分析及討論。最後，總結全體人員意見後，重新提出政大教學意見調查表之\r\n修改方向，及教學評鑑相關配套措施之建議。

As a result of repid expansion of higher education in Taiwan, the issue over how to maintain higher education quality has become one of the top pritories in national education policy. In this context, student evaluation of teaching has become a crucial indicator for judging faculty teaching quality. However, due to students＇lack of professional judgement and experience in teaching evaluation, skeptism and doublts have aroused in questioning such student-oriented questionnaires` legitimacy and validity. Despite criticisms, student-led evaluation survey has become the major tool in assessing faculty teaching effectiveness in Taiwan, which not only plays an essential role in deciding faculty rank promotion, the approval of research assistant application, and sabbatical, as well as many other academic rewards. A call demanding more thorough and compresensive survey couple with the inclusion of more support systems deserves more attention. A case study on the status quo of National Chengchi University in this regard is thus carried out since teaching evaluation system has been implemented for almost two decades. A series of focus group interview and survey questionnaires among faculty and students were conducted for data collection. Research result will not only shed light on higher education literature, but also provide an in-depth example for the betterment of university teaching quality.