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Evaluating Teacher Impact on Student Performance: A Case Study at the United States Military Academy

机译：评估教师对学生表现的影响：美国军事学院的案例研究

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As instructors at the United States Military Academy, we are constantly looking at ways to evaluate our educational experience and improve upon it. Often, our cadets' relative performance inside the classroom serves as a default metric with which we evaluate our impact. However, we know that cadets often prioritize their studies based upon their goals and competing requirements; therefore, does a cadet's academic performance indicate anything about an instructor's impact? By comparing 377 cadets and 13 instructors across 5 courses, this paper attempts to determine the influence of instructors on cadets' performance on their course end final. After controlling for cadet past performance and course, we found no evidence to suggest that a cadet's instructor impacts their performance on the course end final. This finding supports the idea that cadets perform to their desired level of academic performance and that their performance should not be used as a primary feedback mechanism for instructor efficacy. In fact, we observed that the best predictor of cadet performance was their previous, cumulative academic performance (APSC). Instructors, therefore, should focus on student engagement, the holistic development of cadets, and use more subjective and nuanced feedback within the classroom to guide their lessons.
机译：作为美国军事学院的讲师，我们一直在寻找评估我们的教育经验并加以改进的方法。通常，我们学员在教室内的相对表现是我们评估其影响力的默认指标。但是，我们知道，学员通常会根据他们的目标和竞争要求来优先考虑他们的学习。因此，学员的学业成绩是否表明教师的影响力？通过比较5个课程中的377名学员和13名教练，本文试图确定教练对学员最终成绩的影响。在控制学员的过去表现和课程后，我们没有发现证据表明学员的教练会影响他们在课程最终决赛中的表现。这一发现支持了学员能够达到其期望的学术表现水平并且不应将其表现用作指导者效能的主要反馈机制的观点。实际上，我们观察到，学员表现的最佳预测指标是他们以前的累积学业成绩（APSC）。因此，讲师应专注于学生的参与度，学员的整体发展，并在课堂上使用更多主观和细微的反馈来指导他们的课程。

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