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Measurement of Student Competency for Evaluating College Courses.

评估大学课程的学生能力测量。

基本信息

批准号：
11610159
负责人：
YAMAJI Hiroki
金额：
$ 1.86万
依托单位：
National Institute of Multimedia Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1999
资助国家：
日本
起止时间：
1999 至 2000
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-11610159/
关键词：
Course Evaluation by Students Competency for Course Evaluation Mean Rating Value Free Description Participation in Class Measurement Methodology of Competency for Evaluation

项目摘要

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.

本研究从能力的不同方面考察了学生评价大学课程的能力，以阐明其在真实的情境中的有效性。第一年是花在文献综述有关课程评价的学生和一般方法的测量和评价。课程评价的几个实践也执行和检查从统计的观点和内容分析，前者轴承观察的总体统计稳定性与平均评分值，尽管学生群体中的各种各样，以及后者的定性分析导致一个关键的角度的对话参与的学习交流的每个组成部分。第二年侧重于学生对课程评价有效性及其进一步发展的认识。通过对评价项目的自由描述和重要性评分发现，学生虽然有一套明确的评价课堂教学的观点，但由于缺乏课程评价的经验、对标准教学效能的忽视以及对其他学生的反应缺乏了解，他们很难确定自己的反应标准。这些结果表明，在解释评价调查结果时，有必要考虑学生对课堂学习和评价的看法，并与教师的看法进行对比。此外，评价技能的提高及其有效性可能不是通过经验本身来实现的，而是通过师生在评价实践中的合作，嵌入在改进课堂教学的反馈循环中。探索有效教学的条件也应该如此，通过教师和学生之间的合作奋进，培养“好”教学的眼光。