教師評分標準的高低對學生學習行為的影響:學習結果的評鑑及回饋之分析研究

本研究旨在探討教師評分標準的高與低，對學生學習行為所可能產生的影響。 本研究取樣自國立高雄師範學院國文系一年級的二班學生，計選取「高評分組」和「低評分組」各36人，進行實驗研究，結果得到下列幾項發現： 一、學生的學習興趣，因教師評分標準的高與低而有差異。惟教師評分標準的高低對學生學習興趣的影響，因學生成就動機、期望水準和教學滿意感之不同而有差異。 二、學生的學習態度，因教師評分標準的高與低而有差異。惟教師評分標準的高低對學生學習態度的影響，因學生成就動機、期望水準和教學滿意感之不同而有差異。 三、學生的應試策略，因教師評分標準的高與低有差異。惟教師評分標準的高低對學生應試策略的影響，因學生成就動機及期望水準之不同而有差異。 四、學生的學科考試成績，因教師評分標準的高與低而有差異。惟教師評分標準的高低對學生學科考試成績的影響，因學生期望水準和教學滿意感之不同而有差異。

The purpose of this study is to explore the effects of high-low of teacher grading criterion on student’s learning behavior. The subjects of this study include two groups in Kaohsiung Teachers’ College. The results of this study are stated as follows: 1. The students’ learning interest differs according to the high-low of teacher grading criterion， whereas the effects of high-low of teacher grading criterion on student’s learning interest differ according to the student’s achievement motivation， aspiration level and the satisfactory feeling of teaching. 2. The students’ learning attitude differs according to the high-low of teacher grading criterion， whereas the effects of high-low of teacher grading criterion on student’s learning attitude differ according to the student’s achievement motivation， aspiration level and the satisfactory feeling of teaching. 3. The student’s strategy to participate in the examination differs according to the high-low of teacher grading criterion， whereas the effects of high-low of teacher grading criterion on student’s strategy to participate in the examination differ according to the student’s achievement motivation and aspiration level. 4. The student’s scores of the course examination differ according to the high-low of teacher grading criterion， whereas the effects of high-low of teacher grading criterion on student’s scores of the course examination differ according to the student’s aspiration level and the satisfactory feeling of teaching.