大學教師教學評鑑的實施、結果分析與檢討：以某科技大學為例

Implement, Results Analysis and Review of Teaching Evaluation of University Teachers: Taking the University of Science and Technology as an Example

本研究旨在探討某科技大學實施教學評鑑時，有哪些因素會造成學生評鑑教師教學表現之差異，並對教學評鑑工具進行信、效度分析，提出修改建議。本研究採用「次級資料分析」方法，分析該校教務處選課平台上共三學期之教師教學評鑑調查資料，研究發現：一、在變項的差異中，學生對於專任教師身分與管理學院的教師教學之表現較為滿意；二、對於修課總人數26人（含）以下、專業科目採用英語授課、選修課程的教師教學之表現較為滿意；三、專／兼任教師身分、學院別、修課總人數、授課語言、必／選修課程對學生評鑑教師教學之表現有顯著影響。研究建議：一、教師保持且持續精進教學品質；二、專業科目之教師可採用全英語授課；三、行政單位或教師在規劃課程時，可將修課總人數列入參考，且多安排校內專任教師授課，皆可提升教學評鑑之滿意度。

The research aims to explore the factors that will have an impact on the students’ evaluation of teaching performance when a certain university of science and technology implemented a teaching evaluation. Additionally, a reliability/validity analysis of the school’s measuring instrument used in conducting the teaching evaluation was implemented to propose revision suggestions. The study has adopted the secondary analysis technique. Utilizing the Department of Academic Affairs’ research data obtained, the study analyzed the teaching performance of teachers conducted on the school’s 6016 courses over 3 semesters. The results of the study revealed that the teachers’ full-time/part-time status, differences in colleges, the total number of students, lecturing language, and compulsory/elective courses have a significant impact on the students’ evaluation of teaching performance. Advised teachers to maintain and continuously improve the quality of teaching, teachers of professional courses should conduct the entire lecture in English, when formulating courses, the school administration or teachers is advised to take the “total number of students” factor into consideration, and more arrangements for full-time teachers in the school to teach, in order to improve the overall satisfaction in teaching evaluations.