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Course evaluation
A course evaluation is a paper or electronic questionnaire, which requires a written or selected response answer to a series of questions in order to evaluate the instruction of a given course. The term may also refer to the completed survey form or a summary of responses to questionnaires.
They are a means to produce useful feedback which the teacher and school can use to improve their quality of instruction. The process of (a) gathering information about the impact of learning and of teaching practice on student learning, (b) analyzing and interpreting this information, and (c) responding to and acting on the results, is valuable for several reasons.〔Rahman, K. (2006). Learning from your business lectures: using stepwise regression to understand course evaluation data. ''Journal of American Academy of Business, Cambridge'', 19(2), 272–279.〕 They are beneficial because instructors can review how others interpret their teaching methods, thereby improving their instruction. The information can be also used by administrators, along with other input, to make summative decisions (e.g., decisions about promotion, tenure, salary increases, etc.) and make formative recommendations (e.g., identify areas where a faculty member needs to improve).〔Dunegan, K. J., & Hrivnak, M. W. (2003). Characteristics of mindless teaching evaluations and the moderating effects of image compatibility. ''Journal of Management Education'', 27(3), 280–303.〕 Typically, these evaluations are combined with peer evaluations, supervisor evaluations, and results of student’s test scores to create an overall picture of teaching performance. Course evaluations are implemented in one of two ways, either summative or formative.
==Course evaluation instruments==
Course evaluation instruments generally include variables such as communication skills, organizational skills, enthusiasm, flexibility, attitude toward the student, teacher – student interaction, encouragement of the student, knowledge of the subject, clarity of presentation, course difficulty, fairness of grading and exams, and global student rating.〔Kim, C., Damewood, E., & Hodge, N. (2000). Professor attitude: its effect on teaching evaluations. ''Journal of Management Education'', 24(4), 458–473.〕〔Tang, T. L.-P. (1997). Teaching evaluation at a public institution of higher education: factors related to the overall teaching effectiveness. ''Public Personnel Management'', 26(3), 379–391.〕 Examples of standardized course evaluation instruments are provided by evaluation tools such as (TrainingCheck ), and (CE-Gen ).
抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』
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