Exploration of combined teaching evaluation based on characteristic analysis of raw scores and standard scores
10.3760/cma.j.cn116021-20240611-02038
- VernacularTitle:基于原始分与标准分特性分析的结合式评教探索
- Author:
Yuxuan DENG
1
;
Jingfei YU
;
Lu CHEN
;
Panwei MU
;
Ying LIU
;
Shangrong LI
;
Yao YAO
Author Information
1. 中山大学附属第三医院教学部，广州 510630
- Publication Type:Journal Article
- Keywords:
Teaching supervision;
Raw score;
Standard score;
Mini-lecture;
Relative level
- From:
Chinese Journal of Medical Education Research
2025;24(9):1205-1211
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To focus on clinical mini-lectures characterized by flexible teaching formats and significant challenges in scoring during supervision, systematically explore the roles and characteristics of raw scores (directly assigned by supervisory experts) and standard scores (revealing the relative position of instructors withing the group through Z-score conversion) in evaluating the teaching level and development trends of residency training teachers, investigate the feasibility of flexibly combining these two scoring methods, and provide new ideas for comprehensive, scientific, and objective teaching evaluations. Methods:In May 2024, 24 teachers who were supervised by three or more experts at a standardized training base for residents from 2019 to 2023 were selected as the research subjects. The study analyzed differences in mean rankings and development trends between raw and standard scores. Excel and SPSS were used for score transformation and statistical analysis of differences.Results:The mean rankings of standard scores differed from those of raw scores for 17 (70.83%) teaching staff members, among which 8 (33.33%) had a lower mean ranking of standard scores than raw scores, and 9 (37.50%) had an improved mean ranking of standard scores. For 10 (41.67%) teaching staff members, the differences in raw scores given among different supervisors were reversed after standardization conversion. The changes in the trends of scores for 17 (70.83%) teaching staff members throughout the years were inconsistent before and after score conversion.Conclusions:There were significant differences between the statistical results of standard scores and raw scores, and the two types of results evaluated the teaching level of teachers in terms of absolute situation and their relative positions in the entire teaching staff group, respectively. Therefore, combining the two types of scores with distinct characteristics for teaching evaluation can help teaching management departments comprehensively and objectively reveal the teaching level of teachers, while enhancing the confidence of faculty in teaching.
