Teachers
often raise a question that the lecture questionnaires are necessary
or not.
In this paper, we first show the recent statistical analysis for the official
unsigned questionnaire evaluation results took in our faculty.
We have found that,
1) the evaluation scores of lectures by students have been proportionally risen
up to years, which means that lectures have been improved,
2) to take a look at the distribution of the evaluation scores as well as the
mean value is crucial.
These two indicate that taking the questionnaires enhances the teaching skills
of teachers.
In addition to the official questionnaires, the author has been taking the Web-based
signed lecture questionnaires to three mathematics subjects for more than five
years. Using these stocked data, we have, next, analyzed the relationship between
the signed and unsigned lecture questionnaires, and have found that,
3) since there are few synchronized relationships between the signed and unsigned
evaluation scores, we should be cautious of using one of either signed or unsigned
questionnaires, and
4) detailed analysis for the questionnaires is also important to grasp the student
lecture comprehension and satisfaction, via the item response theory to investigate
whether the official lecture questionnaires in the department and the Web-based
signed lecture questionnaires are reliable or not; the questionnaires
are reliable. |
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questionnaire, evaluation, item response theory (IRT), signed
form (registered form), unsigned form (bearer form), Web-based
questionnaire.
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