「學生評鑑教師教學量表」的效度與共變異量穩定度

The Validity and Covariance Stability of Students’ Ratings of Faculty Instruction

本研究旨在討論「學生評鑑教師教學量表」的共變異量穩定度與效度。本研究以研究者前一所任教學校的課程講授意見調查為工具，蒐集三年的調查結果，得到667 筆樣本，結果發現，「學生評鑑教師教學量表」具有跨年度與跨樣本的共變異量穩定度。以學生學習行為為效標，相關分析與潛在變項模式分析結果皆顯示，「學生評鑑教師教學量表」的效度不佳，本研究提出若干可能的原因，並建議後續的研究方向。

The study aimed to examine the covariance stability and validity of Students’ Rat-ings of Instruction (SRI). We analyzed 667 samples’ three-years performance on the Students’ Opinions on Faculty Instruction. It was evidenced that the covariance of SRI was longitudinally and cross-sample stable. Correlation analysis and LISREL analysis showed the validity of SRI was poor while students’ learning behaviors were used as references. Finally， further research was suggested.