Research into competence and measurement of teaching evaluation by faculty and students for the improvement of higher education

本研究强调教师和学生在评价标准和能力方面的交互作用。其成果如下：11年级从互动的观点构建了描述教学改进共同方向的理论框架2.探索了学生对课堂教学、评价和学习元认知的自由回答数据；3探索了FD和协作课堂发展背景下的教师概念；4发展了学生对课堂教学的评价；5统计调查了评价措施和课堂描述方案；6评价了廉价的评价支持系统；27通过问卷和访谈调查了学生的课堂教学、评价和学习元认知；8探索了教师的课堂教学、评价、学习评价和学习的概念通过观察和问卷研究确定评价标准。9京都大学工程学院开展了一套结合穿梭方法和总结性评价的行动研究，以及一项全面的评价研究。10对上述活动收集的数据进行统计观察，以解决方法学和解释性问题。11总结和解释大学教师专业的研究结果，将于2006年年中出版。

This research stresses the interaction of teacher and student characteristics regarding evaluative criteria and competence. Its achievement is as follows :Year 11 A theoretical framing from the interactive viewpoint for delineating common directions of teaching improvement.2 Exploration of free response data regarding student conceptions of class teaching, evaluation, and meta-cognition of learning.3 Exploration of teacher conceptions in the context of FD and collaborative class development.4 Development of an accountability perspective on student ratings of class teaching.5 A statistical investigation into evaluation measures and class description schemes.6 Evaluation of inexpensive evaluation support systems.Year 27 Exploration of student conceptions of class teaching, evaluation, and meta-cognition of learning by questionnaire and interview studies.8 Exploration of teacher conceptions of class teaching, evauation, learning evaluation, and evaluation standards by observation and questionnaire studies.9 A set of action research into a combination of shuttle methods and summative evaluation, and a comprehensive evauation study at the Kyoto University Faculty of Engineering.10 A statistical observation of the data gathered from above activities to address methodological and interpretative issues.11 Summarizing and explicating the findings for the college teaching profession, to be published in mid-2006.