一句话：基于芬兰软件工程专业 1295 份评教数据，发现编程与软件构建课程的学生评教分数高于过程、模型与方法课程。
学生评教（SET）常被大学用于评估教学质量，但已有软件工程教育研究表明学生可能偏好某些主题：编程与软件构建通常比软件设计、软件工程模型与方法或软技能更受重视。本文假设这种偏见也会影响 SET 结果，并研究课程主题如何影响 SET 指标。作者对芬兰某大学软件工程专业 46 门课程的 1295 份学生评教数据进行多层回归分析。结果验证了 SET 中存在类似偏见：课程类型可以预测更高的 SET 评分；在本数据集中，软件构建和编程类课程比软件工程过程、模型与方法类课程获得更高评分。研究启示是，使用 SET 评估教学时应考虑课程主题带来的系统性偏差，避免简单跨课程比较。
Student evaluations of teaching (SET) are commonly used in universities for assessing teaching quality. However, previous literature shows that in software engineering students tend to rate certain topics higher than others: In particular students tend to value programming and software construction over software design, software engineering models and methods, or soft skills. We hypothesize that these biases also play a role in SET responses collected from students. The objective of this study is to investigate how the topic of a software engineering course affects the SET metrics. We accomplish this by performing multilevel regression analysis on SET data collected in a software engineering programme. We analyzed a total of 1295 student evaluations from 46 university courses in a Finnish university. The results of the analysis verifies that the student course evaluations exhibit similar biases as distinguished by previous software engineering education research. The type of the course can predict a higher SET rating. In our dataset, software construction and programming courses received higher SET ratings compared to courses on software engineering processes, models, and methods.
@inproceedings{paperbot6262,
title = {To Get Good Student Ratings should you only Teach Programming Courses? Investigation and Implications of Student Evaluations of Teaching in a Software Engineering Context},
author = {Antti Knutas and Timo Hynninen and Maija Hujala},
booktitle = {ICSE},
year = {2021},
doi = {10.1109/icse-seet52601.2021.00035}
}