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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 rising up year
by year, 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) although few unsynchronized relationships
between the signed and unsigned evaluation scores are observed,
the trends between them are roughly the same, 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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