期刊名称：Psychology Learning and Teaching (PLAT Journal)
印刷版ISSN：1475-7257
出版年度：2004
卷号：3
期号：02
出版社：Higher Education Academy Psychology Network
摘要：Student evaluation of modules is central to quality management and enhancement within higher
education. However, the manner in which questionnaires are designed may inadvertently bias
responses. Fifty-seven level 1 undergraduate students (45 women, 12 men) were randomised to
evaluate an introductory psychology module on either bipolar (-2 to +2, n = 29) or unipolar (1 to
5, n = 28) scales. Consistent with previous research, ratings on bipolar scales generally elicited
more positive evaluations than ratings on unipolar scales. The effects of the numeric values of
rating scales were most pronounced when more abstract questions (e.g. ‘overall, how enjoyable
was the module?’) than when more concrete questions (e.g. ‘how much did you contribute?’)
were asked. Implications of the research for theory and practice in higher education are
discussed.
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