Jahangiri Leila, Mucciolo Thomas W, Choi Mijin, Spielman Andrew I
Department of Prosthodontics, New York University College of Dentistry, New York, NY 10010-4086, USA.
J Dent Educ. 2008 Jun;72(6):707-18.
The routine evaluation of teaching effectiveness is important in improving faculty, departmental, and institutional efforts. There are three main categories of assessments: those performed by students, peers, and self. Although each category is independently valid, a collection of data from all three categories leads to a more comprehensive outcome and a creation of a triangulation model. The purpose of this study was to identify commonly used methods of assessing teaching effectiveness and to suggest the use of a triangulation model, which has been advocated in the literature on performance assessment as an optimal approach for evaluating teaching effectiveness. A twelve-question survey was sent to all U.S. dental schools to identify evaluation methods as well as to find evidence of triangulation. Thirty-nine out of fifty-seven schools responded. The majority of the schools used student evaluations (81 percent) and peer reviews (78 percent). A minority of schools reported using self-evaluations (31 percent). Less than one in five dental schools reported using all three strategies to achieve triangulation (19 percent). The three most commonly used evaluation methods ("performed routinely") were all in the student evaluation category. Less than half of the schools routinely evaluated clinical teaching effectiveness by any means (42 percent). In conclusion, dental schools should implement a triangulation process, in which evaluation data are obtained from students, peers, and self to provide a comprehensive and composite assessment of teaching effectiveness.
教学效果的常规评估对于提升教师、院系及院校的工作成效至关重要。评估主要分为三大类：学生评估、同行评估和自我评估。尽管每一类评估都具有独立的有效性，但综合三类评估的数据能得出更全面的结果，并构建一个三角测量模型。本研究的目的是确定常用的教学效果评估方法，并建议使用三角测量模型，该模型在绩效评估文献中被倡导为评估教学效果的最佳方法。向美国所有牙科学院发送了一份包含12个问题的调查问卷，以确定评估方法并寻找三角测量的证据。57所学校中有39所做出了回应。大多数学校采用学生评估（81%）和同行评审（78%）。少数学校报告使用自我评估（31%）。不到五分之一的牙科学院报告使用所有三种策略来实现三角测量（19%）。三种最常用的评估方法（“常规执行”）均属于学生评估类别。不到一半的学校通过任何方式对临床教学效果进行常规评估（42%）。总之，牙科学院应实施三角测量过程，即从学生、同行和自我获取评估数据，以提供对教学效果的全面综合评估。
