江苏高教

近年来，高校学生分数膨胀的问题成为高等教育领域备受关注的议题。分数膨胀是指学生成绩的增长超过其实际学习能力的增长，学生的学习策略是造成分数膨胀的重要影响因素。研究聚焦当下学生“过度答题”这一现象，采用定量研究方法，考察一所医学院校的一门必修课中的过度答题行为与分数膨胀的关联性及其内在作用机制。研究发现：学生作业字数与师生的主观评分呈显著正相关，作业字数每增加9千字(1个标准差),教师对其作业成绩相应提升0.38分或者0.19个标准差，学生互评成绩相应提升0.08分或者0.24个标准差，而客观考试分数则不受其影响，证实了字数策略对增加教师评分的有效性及教育评价中分数膨胀的现象。在该院校对长学制学生提出学业平均绩点要求的情境下，既往学业表现欠佳的学生平均作业字数增加近1.4千字，说明学生会将提升论文字数作为提高成绩的策略。而既往学业表现优异进而不受绩点提高影响的学生，其作业字数甚至出现了微弱的下降。深度访谈进一步揭示，学生通过冗长答题追求高分的行为可能会降低其学习效能。基于上述发现，研究建议教育工作者应着力构建更加科学合理的学业评价体系，通过优化评估机制引导学生转变“唯绩点论”的学习观念，从而切实提升高等教育质量。

Grade inflation refers to the phenomenon where the increase in students' grades exceeds the growth in their actual learning abilities. Students' learning strategies are considered a significant contributing factor to grade inflation. This study focuses on the behavior of "over-answering" in the current involution-driven learning environment in China. Using quantitative research methods, the study examines the relationship between over-answering and grade inflation. The findings indicate a significant positive correlation between the word count of student assignments and subjective scores given by both instructors and peers. In the context of the institution's GPA requirements for long-term program clinical students, those with previously lower academic performance increased their average assignment length by nearly 1,400 words(0.02 standard deviations), suggesting that students use increased word count as a strategy to improve grades. Conversely, students with previously high academic performance, who were less affected by GPA pressures, showed a slight decrease in word count. The following interviews further revealed that students' pursuit of higher grades through lengthy responses may reduce learning efficiency. Based on these findings, this study recommends that educators focus on developing a more scientific and rational academic evaluation system.