教师评分用语词义赋值特征的分析

本研究运用模糊统计试验方法对教师的六组定性的评分用语词 (符号 )进行了经验赋值。参加赋值的是 2 66名小学教师。结果表明 ,六组评分用语词 (符号 )都是模糊概念 ,其中每种评分方式中处于最高等级的词 (符号 )的模糊度最小 ,处于中间等级的词 (符号 )的模糊度居中 ,处于最低等级的词 (符号 )的模糊度最大。词 (符号 )义的模糊度与评价的把握度呈现负相关 ,即词 (符号 )义越具体 ,模糊度越小 ,赋值的把握度就越大 ;反之 ,词义越含混 ,模糊度越大 ,赋值的把握度就越小。教师对各种评分用语词 (符号 )的赋值受百分制的“及格—不及格”的划分的影响 ,受评分方式中等级数目的影响 ,即增加评分等级会减少评分用语词 (符号 )的模糊度 ,增加赋值的把握度 ,还受评分用语词 (符号 )本身数量特征的影响。在各种评分方式中 ,评语词 (符号 )在心理量表上的距离是不等的。本研究的结果对教育评价的实践具有一定的参考价值。

A Study on the Value Designating Characteristics of Teachers' Evaluating Words Meaning

Using fuzzy a statistical test, we explored the characteristics of teachers' grade assignments by using the following six qualitative grading systems: (1) Excellent, good, ordinary, relatively poor; (2) Very good, good, ordinary, relatively poor, poor; (3) First, second, third, fourth; (4) A, B, C, D; (5) 5 points, 4 points, 3 points, 2 points, 1 point; (6) A , A - , B , B -, C , C -, D , D -. Teachers also rated the confidence with which grades were assigned in each of the grading systems. The gradings of 266 elementary and middle school teachers were analyzed. The results showed: 1. All grading systems had fuzzy boundaries. In general, the boundaries between the highest (best) grades were the least fuzzy; grades in the middle range were of intermediate fuzziness and the poorest grades displayed the highest degree of fuzziness. Furthermore, the correlation between a grade's fuzziness and the confidence with which a grade was assigned was negative. 2. The range which defined a passing grade in the hundred mark system, determined the fuzziness of lower grades. Teachers usually hold that poor school achievements that were below the 60 mark constituted failures and did not differentiate in the 0 60 marks range. This resulted in a relatively high fuzziness of poor grades. In contrast to this, the teachers usually designated 100,80,60,40,20, marks to 5th, 4th, 3rd, 2nd, and 1st ratings, respectively. Under these conditions, i.e., when the full spectrum of marks was considered, the fuzziness between good and poor performances decreased and the confidence in the assignment of poor grades increased. 3. This implies that two adjacent grades were not equal on the different rates scales. The farthest distance in a evaluating system is that between two lowest standard grades. Only in the 5 rank system was the distance between two adjacent grades approximately equal.