学生による授業評価の横断的・時系列的分析 : 1年次初等理科教育を事例として <論考>

As we approach “universal” access to higher education, the declining academic preparation of entering students has become a greater concern. And that has occurred just as globalization is demanding ever higher development of human resource required in the international society. Universities are adopting multiple approaches in educational content to address these demands including the visualization of academic achievement, the shift to strict assessment of grades, and the improvement of teaching methods. The practices of lecture evaluations by students, as the focal issue in this paper, is considered one of these approaches.　　

Currently, lecture evaluations by students have been instituted at almost all Japanese universities. However, collected evaluation results have not been effectively used for improving lectures. The aim of this paper is to examine factors that impact the degree of student satisfaction by using three types of lecture evaluations - prior evaluation, evaluation at each lecture, overall evaluation for the same lecture classes which had been held between 2006 to 2011. As a consequence, the effectiveness of lecture evaluations by students at each lectures is clarified.　　

First, formative evaluation is effective. That results show that lecture evaluations each class is more effective than prior evaluation in enhancing the degree of lecture satisfaction.　　

Second, lecture evaluation performed each class is viewed as burdensome. In the case of utilizing the evaluation information obtained for a limited number of lectures, it is realistic to conduct overall and prior evaluation or interim evaluation once as formative evaluation.　　

Even so, recognition of lecture evaluations is important for improving lectures. The results of cross-sectional analysis demonstrate that the degree of lecture satisfaction is related to teacher’s attitude to ward student involvement in lectures. Students tend to prefer participatory to conventional style of lectures. Teacher need to make an effort to improve teaching skills and create opportunities to build them.　　

What is important is to establish the support systems within a campus to share with teachers the objective evidence which can lead to the improvement of their lectures.