Pérez-Ros Pilar, Chust-Hernández Pablo, Ibáñez-Gascó Javier, Martínez-Arnau Francisco M
Nursing School, Universidad Católica de Valencia San Vicente Mártir, Espartero 7, 46007 Valencia, Spain; Department of Nursing, Faculty of Nursing and Podiatry, Universitat de València, 46010 Valencia, Spain.
Nursing School, Universidad Católica de Valencia San Vicente Mártir, Espartero 7, 46007 Valencia, Spain.
Nurse Educ Today. 2021 Jan;96:104619. doi: 10.1016/j.nedt.2020.104619. Epub 2020 Oct 8.
The undergraduate thesis evaluation process is one of the most prevalent weak points in universities; the literature indicates the need to orient undergraduate thesis evaluators through specific training initiatives.
The aim of this study was to analyze the discrepancies between the grades awarded by undergraduate thesis supervisors and by the panel of faculty examiners, and the effect of training targeted to faculty members.
A cross-sectional study was performed during the 2015-2016 academic year in a Spanish Nursing School.
We analyzed the mean grades from undergraduate thesis evaluation rubrics and the effects of a professional training course on the evaluation process.
A total of 920 rubrics were analyzed. There were significant differences between the 460 grades awarded by the panel (7.63/10.0, standard deviation [SD] 1.57) and the 460 awarded by undergraduate thesis supervisors (8.62/10.0, SD 1.51). The results of the multivariate analysis of variance revealed significant differences according to participation in the training course, with a moderate effect size (ɳp = 0.063).
A training initiative targeted to faculty involved in developing and evaluating undergraduate thesis reduces subjectivity and enhances fairness and quality in student evaluations.
本科毕业论文评估过程是大学中最普遍的薄弱环节之一；文献表明需要通过特定的培训举措来指导本科毕业论文评估人员。
本研究的目的是分析本科毕业论文指导教师与教师评审小组给出的成绩之间的差异，以及针对教师的培训效果。
在2015 - 2016学年于一所西班牙护理学院开展了一项横断面研究。
我们分析了本科毕业论文评估量表的平均成绩以及一门专业培训课程对评估过程的影响。
共分析了920份量表。评审小组给出的460个成绩（7.63/10.0，标准差[SD] 1.57）与本科毕业论文指导教师给出的460个成绩（8.62/10.0，SD 1.51）之间存在显著差异。多因素方差分析结果显示，根据是否参加培训课程存在显著差异，效应量中等（ɳp = 0.063）。
针对参与本科毕业论文指导与评估的教师开展的培训举措可减少主观性，提高学生评估的公平性和质量。
