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首页> 外文期刊>Frontiers in Psychology >Validation of a Short Scale for Student Evaluation of Teaching Ratings in a Polytechnic Higher Education Institution
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Validation of a Short Scale for Student Evaluation of Teaching Ratings in a Polytechnic Higher Education Institution

机译：验证职业技术高等教育机构教学评级学生评估的简短规模

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The general purpose of this work is 2-fold, to validate scales and to present the methodological procedure to reduce these scales to validate a rating scale for the student evaluation of teaching in the context of a Polytechnic Higher Education Institution. We explored the relationship between the long and short versions of the scale; examine their invariance in relation to relevant variables such as gender. Data were obtained from a sample of 6,110 students enrolled in a polytechnic higher education institution, most of whom were male. Data analysis included descriptive analysis, intraclass correlation, exploratory structural equation modeling (ESEM), confirmatory factorial analysis, correlations between the short and long form corrected for the shared error variance, gender measurement invariance, reliability using congeneric correlated factors, and correlations with academic achievement for the class as unit with an analysis following a multisection design. Results showed four highly correlated factors that do not exclude a general factor, with an excellent fit to data; configural, metric, and scalar gender measurement invariance; high reliability for both the long and short scale and subscales; high short and long-form scale correlations; and moderate but significant correlations between the long and short versions of the scales with academic performance, with individual and aggregate data collected from classes or sections. To conclude, this work shows the possibility of developing student evaluation of teaching scales with a short form scale, which maintains the same high reliability and validity indexes as the longer scale.
机译：这项工作的一般目的是2倍，验证尺度，并呈现方法学程序，以减少这些规模，以验证学生在高等教育机构背景下教学的评级规模。我们探讨了鳞片长短版本之间的关系;审视他们与相关变量相关的不变性，如性别。数据来自6,110名学生的样本，大多数人都是男性。数据分析包括描述性分析，脑内相关性，探索性结构方程建模（ESEM），确认阶乘分析，短期和长形式之间的相关性，用于共享误差方差，性别测量不变性，使用Congeneric相关因子的可靠性以及与学术成就的相关性对于多种设计之后的分析为单位。结果表明，四个高度相关因素不排除一般因素，具有优异的数据;配置，度量和标量性别测量不变性;长短尺度和分量的高可靠性;高短期和长形规模相关;在具有学术表现的长期和短版本之间的尺度和短版本之间的中等相关性，具有从课程或部分收集的个人和汇总数据。为了得出结论，这项工作表明，在短的形式规模中开发学生评估教学尺度的可能性，这使得与较长的规模保持相同的高可靠性和有效性指数。

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