Developing effective program evaluation systems of the required English courses for 10,000 students.

为了寻求一种有效的评估方法，日本大学英语专业的课程评估，前测试和后测试是主要的焦点。利用项目反应理论（IRT），即使在后测人数仅为前测人数的14%的情况下，也可以估计学生能力水平（θ）的平均增长。此外，研究了选择最合适的等值方法（IRT模型和等值方法）的重要性。最后，利用θ和需求分析调查结果显示了项目评估的其他证据。

In order to seek an effective and efficient method of program evaluation for English language programs at Japanese universities, pre-and post-tests are the main focus. Using item response theory (IRT) makes it possible to estimate the average growth of students’ ability level (θ) even when the number of participants in a post-test is only 14% of the number of pre-test participants. Moreover, the importance of selecting the most appropriate way of equating (IRT model and equating methods) is researched. Finally, other evidence of program evaluation is shown utilizing both θ and needs analysis survey results.