基于学生成绩残差分解技术的教师教学质量评价

doi:10.16382/j.cnki.1000-5560.2021.07.008

摘要/Abstract

摘要：

运用教育生产函数方法，在控制学生特征、教师特征和学校特征后，学生成绩的预测值与班级均值之差可视为教师教学对学生学业发展的净效应，将此残差值在班级层面加总平均即为教师教学质量的效应量。本文基于课题组在湖北和广东两省收集的数据，利用多层线性模型预测学生成绩，结合学生成绩残差分解技术讨论语文、数学和英语三科教师教学质量的效应量差异。本研究的主要发现是：第一，语文、数学和英语三个科目的教师教学质量的边际效应介于0.3?0.5个标准差间，且数学教师的教学质量对学生成绩的影响最大；第二，教师教学质量的个体间差异较大，若将教学质量处于平均水平的教师替换为最优秀的教师，全班学生的成绩可整体提升0.3个标准差；而将其替换为教学质量最差的教师后，全班成绩将集体下滑0.5-0.7个标准差。在如何科学评价教师“教得好”方面，本研究具有较大的应用价值。

关键词: 教师评价, 教学质量, 学生成绩, 残差分析

Abstract:

Error-component analysists argue that after netting out the effects of student background, teacher credentials and school characteristics, the residuals of test scores generated by subtracting predicted values from the class-level mean can be regarded as teachers’ effect on pupils’ achievement. The paper tests this idea by using self-collected teacher-student matched data from Hubei and Guangdong province. Residual analyses show that, (1) Marginal effects of teaching performance of teachers instructing Chinese Language Art, Math and English are among 0.3?0.5 standard deviations, among which the magnitude of Math teachers’ effect is the largest. (2) There are huge individual differences among teachers in terms of teaching performance. If a teacher of average quality were replaced by the most effective one, the whole class would witness a net gain of 0.3?1.0 standard deviations. On the contrary, if he or she were replaced by the worst colleague, mean performance of the class he or she taught would go down by 0.5?0.7 standard deviations. Policy implications of this article are obvious with regard to evaluating teachers’ performance.

Key words: teacher assessment, teaching performance, students’ academic achievement, residual analysis

雷万鹏, 马红梅, 黄华明. 基于学生成绩残差分解技术的教师教学质量评价[J]. 华东师范大学学报(教育科学版), 2021, 39(7): 84-91.

Wanpeng Lei, Hongmei Ma, Huaming Huang. Evaluate Teaching Performance by Residuals of Student Achievement[J]. Journal of East China Normal University(Educational Sciences), 2021, 39(7): 84-91.

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	I：HLM零模型			II：HLM完整模型
	（1）	（2）	（3）	（4）	（5）	（6）
	C	M	E	C	M	E
C					0.2969^***	0.2808^***
					（0.0310）	（0.0499）
M				0.2176^***		0.4590^***
				（0.0334）		（0.0464）
E				0.3210^***	0.3053^***
				（0.0339）	（0.0316）
学生层面的变量	×	×	×	√	√	√
教师层面的变量	×	×	×	√	√	√
其他控制变量	×	×	×	√	√	√
u_0c²	43.2761	60.6185	33.4951	5.3860	6.4779	2.5661
ε²	58.0091	46.3027	64.0972	31.8488	24.3419	34.6120
ICC	0.4273	0.5669	0.3432	0.1446	0.2102	0.0690
ICC/（1?ICC）	0.7460	1.3092	0.5226	0.1691	0.2661	0.0741
$ \sqrt{\mathrm{I}\mathrm{C}\mathrm{C}/(1-\mathrm{I}\mathrm{C}\mathrm{C})} $	0.8637	1.1442	0.7229	0.4112	0.5159	0.2723
N	1250	1155	856	670	672	441

变量名	语文（C，j=1）			数学（M，j=2）			英语（E，j=3）
变量名	均值	标准差	N	均值	标准差	N	均值	标准差	N
学生层面的考试成绩（A_j）	70.607	9.954	1250	70.563	10.522	1155	70.147	10.106	856
学生层面的教师教学质量（ $ {\widehat{\rm{u}}}_{0c.ji} $ ）	?0.346	5.198	670	?0.026	5.321	672	?1.097	5.235	441
$ {\widehat{\rm{u}}}_{0c.ji} $ 为正的比例（ $ {\widehat{\rm{u}}}_{0c.ji} $ >0）	0.527	0.500	763	0.569	0.496	832	0.513	0.500	534
收缩因子（ $ {\lambda }_{c,j} $ ）	0.892	0.014	763	0.929	0.010	832	0.784	0.026	534
班级层面的教师教学质量（ $ {{u}^{*}}_{0c,j} $ ）	?1.719	4.530	65	0.023	4.930	65	?0.402	8.964	40
$ {{u}^{}}_{0c,j} $ 为正的比例（ $ {{u}^{}}_{0c,j} $ >0）	0.385	0.490	65	0.538	0.502	65	0.446	0.501	40

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