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，分析项目方法的特点，利用NIME的支持系统进行高等教育学习和教学评估。积累了各种讲座的评价性数据。其中一个主要发现是同一讲师教授的两种不同类型的课程在项目平均数上存在差异。其中一门课程是“教育统计”，这对教育专业的学生来说是一门相对较难的学科。这门课基本上是课本内容的系列讲座，使用的是黑板。另一堂课的题目是《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的热身练习。在反映课程特点的项目上，“内容难度(”统计学“较高)”、“讲课引导学生思考(”教学心理学“较高)”等项目的平均数存在差异。学生对讲台的感知和学习风格的差异不大。这些结果表明，基于学生反应的项目评价调查方法充分反映了课程的特点。我们还需要进一步明确评估项目与课程改进的具体想法之间的对应关系。此外，我们还开发了一个计算机软件，通过互联网访问学习与教学评估支持系统，以便更容易地管理评估调查。我们预计会有更多针对不同课程类型的评估调查，以及更多促进课程改进的讨论。

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.