Standardization of Evaluative Scales for Class Teaching and Materials

今年的任务是收集学生对课程的评价，分析项目手段的特点，利用NIME的支持系统对高等教育的学习和教学进行评价。积累了各类讲座的评价数据。其中一个主要发现是，对于同一讲师所教授的两种不同类型的课程，项目方法存在差异。其中一场讲座的题目是“教育统计学”，这对教育专业的学生来说是一个相对困难的科目。这门课基本上是用黑板讲授课本内容的系列讲座。另一节课的题目是“教学心理学”，每节课都以一个问题开始，作为对讲座中介绍的主题进行“思考”的热身练习。在“内容难度（统计学较高）”、“讲课引导学生思考（教学心理学较高）”等反映课程特点的项目上存在手段差异。学生对讲课内容和学习方式的感知差异不大。这些结果表明，基于学生反馈的评价调查项目手段充分反映了课程特征。我们还需要进一步明确评价项目与课程改进具体思路的对应关系。此外，我们还开发了一款电脑软件，可通过互联网访问“学习与教学评价支持系统”，以便更方便地管理评价调查。我们期待更多针对不同课程类型的评价调查的积累，以及更多关于课程改进的讨论。

Tasks of this year were to collect course evalution by students and to analyze characteristics of item means, utilizing the NIME's support system for evaluation of learning and instruction in higher education. Evaluative data for various lectures were accumulated. One of the major findings was the difference in item means regarding two different types of courses taught by the same lecturer. One lecutre was titles "Statistics for Education", a relatively tough subject for education majors. The course was basically a lecture series of the textbook contents, using a blackboard. the other lecture was titled "Instructional Psychology", in which every class began with a question as a warm-up 'think' exercise for the topics introduced in the lecture. Differences of means were detected on the items reflecting course characteristics, such as "difficulty of contents ("Statistics" was higher)", "lecture guided students to think ("Instructional Psychology" was higher)". Little difference was observed regarding the perception of the lecturere and learning styles of students. These results suggest that course characteristics are adequately reflected on item means of evaluation survey based on student responses. We should further need to clarify the correspondance between evaluative item and specific ideas for course improvement.Also, we have developed a computer software to access the Support System for Evaluation of Learning and Instruction" via Internet, for a easier administration of the evaluation survey. We anticipate more accumulation of evaluation surveys for various course types as well as more facilitation of discussion for course improvement.