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ERIC Number: ED527681
Record Type: Non-Journal
Publication Date: 2011
Pages: 9
Abstractor: As Provided
Reference Count: 15
ISSN: ISSN-1548-6613
Validities of the Signed and Unsigned Lecture Questionnaires Using the Item Response Theory
Hirose, Hideo
Online Submission, US-China Education Review B 5 p627-635 2011
Teachers often raise a question that whether 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; and (2) to take a look at the distribution of the evaluation scores as well as the mean value is crucial, which indicates 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 found that: (1) although few unsynchronized relationships between the signed and unsigned evaluation scores are observed, the trends between them are roughly the same; and (2) detailed analysis for the questionnaires is also important to grasp the student lecture comprehension and satisfaction, via the IRT (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. (Contains 10 figures.)
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan