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首页> 外文期刊>NACTA Journal >College of Agriculture Course Evaluation Patterns in Overall Value of Course and Quality of Teaching
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College of Agriculture Course Evaluation Patterns in Overall Value of Course and Quality of Teaching

机译：农学院课程整体价值与教学质量的课程评价模式

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摘要

The purpose of the study was to examine course evaluations focusing on the overall course and teaching quality in light of the course characteristics and individual evaluation items in the College of Agriculture at the University of Kentucky. Studentswere more likely to rate the value of the course higher when a course stimulated interest in the subject for the students. Value of the course was also associated with course materials being presented in an effective manner. Student scores on the quality of teaching were influenced more by the comments students received from graded assignments, followed by the extent the course stimulated interest in the subject for the students. Instructor's ability to answer questions also related highly with students' scores on quality of teaching. When comparing the course evaluation items by course-level, hours spent studying per week, and grade expected, some differences were noted. Students in 600-level course tended to rate the course and instructor higher than any other level. Students who reported studying one hour or less per week for their course rated the course and teacher the lowest. Students believing they were to receive an "A" rated the teacher and course the highest.
机译：这项研究的目的是根据肯塔基大学农业学院的课程特点和个别评估项目，检查侧重于整体课程和教学质量的课程评估。当一门课程激发了学生对该学科的兴趣时，学生更有可能对课程的价值进行更高的评价。课程的价值还与有效展示课程材料有关。学生对教学质量的分数受分级作业中学生的评论的影响更大，其次是课程对学生激发对该学科的兴趣的程度。老师回答问题的能力也与学生在教学质量上的得分高度相关。在按课程级别，每周学习时间和预期成绩比较课程评估项目时，应注意一些差异。 600级课程的学生倾向于对课程和讲师的评价高于其他任何级别。报告每周学习一小时或更少的课程的学生对课程和老师的评价最低。学生认为他们将获得“ A”级老师和课程的最高评价。

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