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

本研究强调教师与学生特质在评量标准与能力上的互动。其成就如下：11年级从互动的观点进行理论框架的构建，以明确教学改进的共同方向。2探索关于课堂教学、评价和学习元认知的学生概念的自由反应数据。3探索在FD和协作课堂发展的背景下的教师概念。4发展关于课堂教学学生评价的问责制观点。5对评价措施和课堂描述方案进行统计调查。6评估廉价的评价支持系统。27年级探索课堂教学、评价、评价和学习元认知的学生概念。8通过观察法和问卷调查法对教师的课堂教学观、评价观、学习评价观和评价标准进行了探索。9一套穿梭式与终结性评价相结合的行动研究，10对从上述活动中收集的数据进行统计观察，以解决方法和解释问题。

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.