河北工业大学硕士学位论文 学科评估指标体系信效度研究学科评估指标体系信效度研究 以河北省重点学科评估为例以河北省重点学科评估为例 摘摘 要要 我国实施重点学科建设和评估以来，高校学科建设得到了空前发展，但是也出现了许多问题。在学科评估实践中，指标体系是重要的评价依据，旧的理论和方法不足以支持评估实践的发展，促使众多学者从不同角度，运用不同方法，尝试对现有评估指标体系加以改进，或者主张完全抛弃现有评估指标，重构一个更加科学的体系。然而在没有完全把握现有指标体系优势和不足的情况下，去讨论一个体系的改进和重构，逾越了我们认识事物的客观规律，带有很强的盲目性。 本论文认为对现有体系的认识应先于对该体系的改进。基于这一点，本文阐述了与学科评估密切相关的概念和理论，并以河北省重点学科评估为例，研究了指标体系的信度和效度。本文的创新性研究主要体现在以下三个方面。 （1）在理论研究方面，本文理清了国外教育评价发展的三个特点，为我国教育评估的研究提供了借鉴意义。通过教育测量、教育评估、元评估、大学绩效和教育质量的综述，总结出国外教育评价由偏重定量研究到定量与定性相结合的发展过程，由偏重效果和结果的评估到同时注重教育过程评估的发展过程，从由政府主导的被动评估到高校联盟实施自我约束主动评估的发展过程。我国学者在学科评估的定量研究方面不够，过程评估和主动评估模式有待发展。 （2）在方法论意义上，本文应用信效度理论和方法来研究评估指标体系的优势和不足，是一种方法创新，且具有较强的现实推广意义。信效度是经典教育测量理论的重要概念，主要应用于教育和心理量表的评价，其研究理论和方法都相对比较成熟，信效度也常用于科学研究工作的评价，但这方面研究相对较弱。目前将信效度理论应用于学科评估指标体系的评价还没有发现，而通过对河北省重点学科评估指标体系的信度和效度研究发现，该方法适用于河北省重点学科评估，及其他学科评估指标体系的评价。 （3）在实证研究上，本文研究了河北省重点学科评估指标体系的信效度，为进一步改进和完善该评估体系提供了实证基础。研究表明，河北省重点学科评估指标体系具有可接受的信度，但效度有待提高。提高该评估体系的效度，可以从改进指标体系结构和采用多种评估方法两方面考虑。 关键词：关键词：学科评估，信度，效度，教育测量，教育评估，元评估，教育质量 I 河北工业大学硕士学位论文 Reliability and Validity Study of Disciplines Evaluation With An Example of Key Disciplines Evaluation in Hebei Province ABSTRACT Key disciplines evaluation has developed for 20 years in our country. With the great development of disciplines, some problems appear to be solved. The index system is an important part to evaluation, whose theory and method is not enough to sustain the development of evaluation practice. Many scholars attempt to improve the index system, or re-construct a new one. However, without the all-around knowledge of existent index system, to discuss its improving and re-constructing, oversteps the law of our cognition. This article claimed that the knowledge of existent system takes priority of its improvement. Basd on this point, the concepts and theories related with disciplines evaluation were illuminated. Then with the example of key disciplines evaluation in Hebei province, the reliability and validity of index system were studied. The innovation of the article mainly presents in the following three aspects. (1) In theory study, the three characters in the evolvement of educational evaluation overseas were made clear, which would provide references for our country. The theory of educational measurement, educational evaluation, meta-evaluation, performance evaluation and educational quality were summarized, from which the study showed that the educational evaluation developed from quantitative study to the combining of quantitative study and qualitative study, from evaluation of effects and results to educational process, from government-dominanted passive evaluation to college-associated active evaluation. Quantitative study, process evaluation and active evaluation of disciplines evaluation was weakness in our country. (2) In study method, the advantage and disadvantage of evaluation index system were studied with the theory of reliability and validity, which was a method innovation. This method could be applied to other evaluations. Reliability and validity are important concepts of classic test theory, which was mainly used in the evaluation of educational and psychological scales, and fewer in the comment of scientific research work. The application study of reliability III 学科评估指标体系信效度研究以河北省重点学科评估为例 and validity in disciplines evaluation had not been found yet. But study in this article showed that the method of research was applicable not only to the key disciplinces evaluation of Hebei province, but also to other evaluation index systems. (3) In empirical research, the reliability and validity of key disciplines evaluation in Hebei province were studied. This study could provide empirical basis for the improvement and perfection of its index system. The research also showed that the index system of key disciplines evaluation in Hebei province had acceptable reliability, but relatively low validity. There were two methods to improve its validity standard, one was to amend the index system, and the other was to adopt more evaluation method. KEY WORDS: disciplines evaluation, reliability, validity, educational measurement, educational evaluation, meta-evaluation, educational quality IV 原刨性声明$ # 声目所z ”n z $ “ m s Tm ”目爿I 镕m m 虚 m B i 十B 经注目月自窨”$ # n ! 研R m m _ 包任R 他 “镕、B o & 女# 有o * & & 镕8 自# m $ * ，m * R I 镕做m i # 十 自# # 均B 在i 十“日m 自R # 日$ # n m 女E “F n ”责任自$ m a 。* * * z * * * z ：，；锄，己一* 一7 ，：z关于学位论文版权使用授权的说明车人完全了解河北工业大学关于收集、保存、使月学位论文规i 。目意如下各项内 容按照学校要求提交学位论文的目刷$ 和电子版木；学校有权保存学位镕文目W 奉和 电子版并采用影印、缩印、扫描、数字化或其它手段保存论文学校有权提供目录检索 H 厦提供本学位论文全文或者部分的阅览服务；学校有权按有若规向国家有蓑部n 或者 机构送交论文的复目件和电子n * u 赢利为 n 0 据h 学棱可以适j * U 论文的 部分或全部内客用于学术活动。 ( 保密的学位论文在解密后适用本授权说明) 学位论文作者签名口口E 。 8 。签“锻叼日M ：。7 ，n 日m ：c P o 。，Q 歹河北工业大学硕士学位论文 1 绪论绪论 本章首先阐述论文的研究背景， 然后讨论与本文内容密切相关的几个概念， 并对理论研究成果及进展进行评述，其中部分概念构成本文的理论基础。最后，阐述本文的研究思路及内容结构安排。 1-1 研究背景研究背景 重点学科建设是建设创新性国家、 实现高等教育健康发展的重要举措， 也是区域高等教育优化结构布局，促进全面提高的重要途径。从上个世纪 80 年代后期，我国开始开展重点学科的建设与评估工作，通过 20 多年建设，重点学科的科研实力、高层次人才队伍建设以及学科条件建设等方面得到了极