构建行为量表评估混合学习模式下教学质量的工具

IF 4.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of New Approaches in Educational Research Pub Date : 2019-07-15 DOI:10.7821/NAER.2019.7.410
Luis Matosas-López, Juan Carlos Aguado-Franco, José Gómez-Galán
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引用次数: 24

摘要

混合学习模式下的教学质量评估已成为高等教育背景下的一个关键因素。然而,目前的评价制度存在一定的局限性。行为量表克服了许多这些限制,为这项任务提供了一种替代方案。本研究描述了根据BARS(行为锚定评分量表)方法,构建一种具有行为量表的评估工具,以评估混合学习模式下的大学教师的过程。设计过程包括采访和调查,共有477名学生参加,还有一个教授小组,他们是这一教学模式的专家。最终工具中的行为量表强调了混合学习模式中某些特别重要的教学相关方面的重要性,即:师生沟通;学习资源;课程设计;以及教师的技术能力。作者得出的结论是,最终的工具提供了明确无误的反馈,使教师能够采取具体的纠正措施,并加强了这些模式下评估的形成目的。
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Constructing an Instrument with Behavioral Scales to Assess Teaching Quality in Blended Learning Modalities
The assessment of teaching quality in blended learning modalities has become a key element in the context of higher education. However, current evaluation systems present certain limitations. Behavioral scales overcome many of these limitations, offering an alternative for this task. This study describes the process of constructing an assessment instrument with behavioral scales to evaluate university teachers in blended learning modalities, following the BARS (Behavioral Anchored Rating Scales) methodology. The design process included interviews and surveys involving a total of 477 students, as well as a panel of professors who were experts in this teaching modality. The behavioral scales in the final instrument highlight the importance of certain particularly significant teaching-related aspects of blended learning models, namely: teacher-student communication; learning resources; course design; and the teacher’s technical competencies. The authors conclude that the final instrument provides clear and unambiguous feedback, enables the teacher to take specific corrective measures, and reinforces the formative purpose of evaluation in these modalities.
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来源期刊
Journal of New Approaches in Educational Research
Journal of New Approaches in Educational Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.80
自引率
4.40%
发文量
20
审稿时长
4 weeks
期刊介绍: NAER seeks academic articles on educational sciences based on innovative experiences which can contribute the development of the educational sciences in any of their manifestations and provide new approaches to teaching as a response to the deep changes our society is going through.
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