分数膨胀的影响因素与学生选课策略-清华大学教育研究

文章信息/Info

Author(s):: ZHAO Ying¹ HA Wei²; 1.Office?of?Policy?and?Legislative?Affairs,?Peking?University 2.Graduate?School?of?Education,?Peking?University

Keywords:: grade inflation; course selection strategy; DID; fixed-effect model

摘要:: 学生获得的分数在某种程度上反映了高校的教学质量和教学成果，同时也对高校的人才培养质量起到关键作用。本文以某研究型大学为例，探讨了分数膨胀是否发生以及发生的原因。研究表明，职称越低的教师越具有放松给分的倾向。这也许可以说明，在现有的管理和评价制度下，分数膨胀本身存在制度性的内在动机。具有竞争压力的课程分数增长最为明显，这说明教师为了吸引学生而打高分是分数膨胀不易被察觉的另一动因。此外，学生有向高分课程汇聚的倾向，并可通过改变选课策略来提高分数(组合分数膨胀)，其选课策略对分数膨胀的贡献总额超过5%。

Abstract:: The grades obtained by students reflect teaching quality and achievements of colleges and universities. Meanwhile, grades play a role in checking the quality of personnel training in Colleges and universities. Using a research university as an example, this paper analyzes the motivation and performance of grade inflation. Results indicate that teachers with lower professional titles tend to relax their scores. This may explain that under the existing management and evaluation system, grade inflation has an inherent motivation. The grades increase in courses that are under competitive pressure is the most obvious, which implies that teachers give high grades in order to attract students. That is another motivation of grade inflation which is not easy to be detected. In addition, the empirical results show that students tend to converge toward high-grade courses, and can improve their GPA by changing the course selection strategy (compositional grade inflation), which contributes more than 5% to grade inflation.