目的 设计角色扮演量规,并对其进行信效度检验。方法 采用文献法、课堂观察法和内容分析法分析、提炼初始评价维度和评价标准,拟定角色扮演量规函询问卷。采用德尔菲法对24名专家进行两轮函询。以我校2018级护理本科生角色扮演的11个视频作业为样本,邀请6名专家使用量规进行测评,采用评价者间一致性进行信度检验;邀请24名专家对量规的内容效度进行测评。 结果 两轮专家函询的积极系数分别为92.3%和100%,专家权威系数为0.89;第二轮“评价维度”和“评价标准”的肯德尔和谐系数分别为0.466和0.469。最终版角色扮演量规包括5个维度、4个等级以及相应评价标准;6名专家对11个视频的评价者间一致性为0.832~0.962,总体内容效度指数为0.99。结论 角色扮演量规设计过程科学,内容设置合理,信效度良好,能够为角色扮演教学法的实施和评价提供借鉴和参考。

Objective To design the role-play rubric and to evaluate its psychometric properties. Methods Literature review,classroom observation and content analysis were used to analyze and refine the initial evaluation dimensions and evaluation methods. Then a role-play rubric consultation questionnaire was prepared. Delphi technique was used to conduct two-round letter consultation among 24 experts. The role-play rubric was distributed to the 11 role-play videos of the undergraduates of grade 2018 and invite 6experts to use the rubric to conduct assessment. The reliability was tested by using the consistency among evaluators. Content validity index was used for validity evaluation by inviting 24 experts. Results The positive coefficients of the two rounds of expert consultation are 92.3% and 100% respectively,the Cr was 0.89. The Kendall’s W in the second round of “evaluation dimensions” and “evaluation criteria” were 0.466 and 0.469 respectively. The final role-play rubric included 5 dimensions,4 levels,and the corresponding evaluation criteria. The results of the reliability and validity test of the rubric showed that the consistency of the expert score was 0.832~0.962,the S-CVI was 0.99. Conclusion The design process of role-play rubric is scientific and the content setting is reasonable. The rubric shows good reliability and validity,which can provide reference for the implementation and evaluation of role-play teaching method.