2000 Fiscal Year Final Research Report Summary
Measurement of Student Competency for Evaluating College Courses.
| Project/Area Number |
11610159
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
教育・社会系心理学
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| Research Institution | National Institute of Multimedia Education |
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Principal Investigator |
YAMAJI Hiroki National Institute of Multimedia Education, Research and Development Department, Associate Professor, 研究開発部, 助教授 (10220360)
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| Co-Investigator(Kenkyū-buntansha) |
HATANO Kazuhiko National Institute of Multimedia Education, Research and Development Department, Associate Professor, 研究開発部, 助教授 (50198751)
MIO Tadao National Institute of Multimedia Education, Research and Development Department, Associate Professor, 研究開発部, 助教授 (20219596)
OTSUKA Yusaku National Institution for Academic Degrees, Faculty of University Evaluation and Research, Professor, 構・評価研究部, 教授 (00160549)
NAKAMURA Tomoyasu Kyushu University Graduate School of Human-Environment Studies, Department of Human Sciences, Associate Professor, 大学院・人間環境学研究院, 助教授 (30251614)
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| Project Period (FY) |
1999 – 2000
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| Keywords | Course Evaluation by Students / Competency for Course Evaluation / Mean Rating Value / Free Description / Participation in Class / Measurement Methodology of Competency for Evaluation |
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| Research Abstract |
The research examined different aspects of competency used by students to evaluate college courses in view of elucidating their validity when implemented in real situations. Year 1 was spent in literature review regarding course evaluation by students and general methodology of measurement and evaluation. Several practices of course evaluation were also executed and examined both from the statistical viewpoint and content analysis, with the former bearing the observation of overall statistical stability with mean rating values, despite a wide variety among student population, as well as the latter qualitative analysis leading to a key perspective of dialogic participation of each constituent of learning communication. Year 2 focused on student cognition related to the validity of course evaluation and its further development. Free descriptions and importance rating of evaluation items revealed that, although the students do have a distinct set of perspectives evaluating class teaching, they are hardly certain of their response criteria due to little prior experience of course evaluation, ignorance of standard teaching efficacy and little awareness of other students' responses. Those results suggest the necessary consideration of student conceptions regarding classroom learning and evaluation, which are to be contrasted against teacher conceptions, in interpreting the result of evaluation surveys. Furthermore, increase of evaluation skills and their validity may not be achieved by experience per se, but through teacher-student collaboration in the very practice of evaluation, embedded in the feedback cycle of improving class teaching. It ought to be also the case with exploring conditions of effective teaching, by way of collaborative endeavor among teachers and students toward cultivating the eye for 'good' teaching.
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