Dolmans Diana Hjm, Luijk Scheltus J, Wolfhagen Ineke Hap, Scherpbier Albert Jja
University of Maastricht, Department of Educational Development and Research, Maastricht, Netherlands.
Med Educ. 2006 Feb;40(2):180-6. doi: 10.1111/j.1365-2929.2005.02373.x.
We investigated the influence of harsh grading by tutors on tutor performance rating by students.
A total of 187 tutors assessed students' professional behaviour in tutorial groups. Students rated tutor performance after receiving their grades for professional behaviour. In addition, students were asked to indicate whether they perceived their professional behaviour grades as too positive, adequate or too negative. This was considered to reflect tutors' harshness of grading. Students also rated the quality of the feedback they received from tutors with respect to their grades.
Professional behaviour grades that students perceived as too negative, adequate or too positive were associated with tutor performance ratings of 7.4 (SD = 0.9, scale 1-10, n = 33), 7.7 (SD = 0.9, scale 1-10, n = 95) and 7.5 (SD = 0.8, scale 1-10, n = 59), respectively. Harshness of grading did not influence tutor performance ratings significantly. Tutor ratings were predicted more effectively by the quality of the feedback tutors provided on grades than by the harshness of grading.
Tutor performance ratings were not related significantly to harshness of grading. Two explanations can be given: (1) tutor performance ratings were based on rating by groups of students and (2) the percentage of tutors who rated students' professional behaviour as unsatisfactory was low. The strong relationship between tutor performance ratings and the adequacy of the feedback given by tutors suggests that the tutor performance ratings collected in this study are a valid measure of the quality of their teaching, although, for a full picture of teaching quality, more measures will be needed.
我们研究了导师的严格评分对学生对导师表现评分的影响。
共有187名导师在辅导小组中评估学生的职业行为。学生在收到职业行为成绩后对导师表现进行评分。此外，学生被要求指出他们认为自己的职业行为成绩是过于积极、恰当还是过于消极。这被认为反映了导师评分的严格程度。学生还对他们从导师那里收到的关于成绩的反馈质量进行了评分。
学生认为过于消极、恰当或过于积极的职业行为成绩分别与导师表现评分7.4（标准差=0.9，评分范围1 - 10，n = 33）、7.7（标准差=0.9，评分范围1 - 10，n = 95）和7.5（标准差=0.8，评分范围1 - 10，n = 59）相关。评分的严格程度对导师表现评分没有显著影响。与评分的严格程度相比，导师提供的关于成绩的反馈质量对导师评分的预测更有效。
导师表现评分与评分的严格程度没有显著关系。可以给出两种解释：（1）导师表现评分是基于学生群体的评分，（2）将学生职业行为评为不满意的导师比例较低。导师表现评分与导师给出的反馈充分性之间的密切关系表明，本研究中收集的导师表现评分是衡量其教学质量的有效指标，尽管要全面了解教学质量还需要更多的指标。
