Introduction:

Assessing teaching effectiveness is relevant for improving one’s teaching and for moving through the tenure process; however, the validity of assessment methods, such as Student Evaluations of Teaching (SET), have been heavily criticized.

Statement of the Problem:

Using a one–group pretest–posttest design and assessing learning over the semester has several advantages over SET; however, one drawback is in making conclusions about the cause of changes in the post-test. A change could be due to learning in the semester, maturation, history, or even a testing effect.

Literature Review:

To improve the inferential quality of teaching assessment, a nonequivalent dependent variable (DV) design is highly advantageous. A nonequivalent DV is an outcome that is not the target of the intervention yet responds to the same contextually relevant factors.

Teaching Implications:

By using a nonequivalent DV design, there might be an increase from the beginning of the semester to the end of the semester in the main DV, but no increase in the nonequivalent DV, which provides a stronger argument that the change in the main DV is due to a true learning effect.

Conclusion:

Using nonequivalent DV methodology improves inferential quality and is easily implemented.

中文翻译：

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用非等价因变量法改进教学效果评估

介绍：

评估教学效果与改进教学和完成终身教职过程相关；然而，评估方法的有效性，如学生教学评价（SET），受到了严厉批评。

问题说明：

使用一组前测后测设计并评估整个学期的学习情况比 SET 有几个优势；然而，一个缺点是在后测试中对变化的原因做出结论。变化可能是由于学期中的学习、成熟、历史，甚至是测试效果。

文献评论：

为了提高教学评估的推理质量，非等价因变量 (DV) 设计非常有利。非等效 DV 是一种结果，它不是干预的目标，但对相同的上下文相关因素有反应。

教学意义：

通过使用非对等 DV 设计，主 DV 从学期开始到学期末可能会增加，但非对等 DV 没有增加，这提供了一个更有力的论据，即主要 DV 的变化是由于真正的学习效果。

结论：

使用非等效 DV 方法可以提高推理质量并且易于实施。