Cohen P A, Benson B A
Division of Instructional Development, University of Texas Health Science Center, San Antonio 78284.
J Dent Educ. 1988 Feb;52(2):98-101.
Many faculty members express concern that the workload or difficulty of a course influences student ratings of the course. Research conducted in this area, however, shows that greater workloads are associated with higher course ratings and the workload/difficulty dimension of teaching does not seem to constitute a bias in student ratings. This study examined the extent to which workload was related to dental student course ratings. Over a three-year period, student course ratings were collected in 191 didactic courses. Based on student ratings of comparative workload, these courses were categorized as having high, medium, or low workloads. Courses with low workloads received significantly higher ratings from students for 11 of the 13 rating items. In contrast to previous research at the undergraduate level, student ratings in the dental school were significantly affected by the workload of a course. In the dental school setting, therefore, workload may serve as a biasing factor of student ratings. These findings have implications for providing rating feedback to course directors, administrators, and curriculum committees.
许多教员担心课程的工作量或难度会影响学生对该课程的评分。然而，该领域的研究表明，更大的工作量与更高的课程评分相关，并且教学的工作量/难度维度似乎不会在学生评分中构成偏差。本研究调查了工作量与牙科学生课程评分之间的关联程度。在三年时间里，收集了191门理论课程的学生课程评分。根据学生对相对工作量的评分，这些课程被归类为高工作量、中等工作量或低工作量。在13个评分项目中的11项上，低工作量课程获得了学生显著更高的评分。与之前在本科层面的研究不同，牙科学校的学生评分受到课程工作量的显著影响。因此，在牙科学校环境中，工作量可能是学生评分的一个偏差因素。这些发现对于向课程主任、管理人员和课程委员会提供评分反馈具有启示意义。
