Validities of the Signed and Unsigned Lecture Questionnaires using the Item Response Theory


H. Hirose


The 11th Annual Hawaii International Conference on Education, pp.1914-1921, January 4 - 7, 2011, Hawaii, USA

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.

Key Words
lecture questionnaire, evaluation, item response theory (IRT), signed form (registered form), unsigned form (bearer form), Web-based questionnaire.



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