The Kochi University of Technology faculty personal rating system, which started in 2001, is briefly explained in this article. The faculty evaluation consists of three main elements : 1. educational contribution to the university ; 2. research activities ; 3. off-campus social contribution, university publicity and research fund-raising. The items evaluated for educational contribution in the system are described in detail here. The most important component of educational contribution evaluation is classroom teaching. The system of lecture evaluation by students in our university is also explained, since the results of lecture evaluations by students are a component of the formula for deciding the numerical evaluation of each lecture.
In Tokyo Kosen we started the efforts in “Self-Evaluation Information of Education and Research Activities” in 2005. The aim of the efforts is to boost activity of each staff teacher and to vitalize whole staff members in Tokyo Kosen. Each teacher is asked to evaluate his/her activities in education and research and to fill questionnaire that consists of 96 entries in 9 fields. With individual scores the average scores are calculated and are returned to teachers. The teachers are able to compare his/her scores with them, and they make use of the result to improve their performance. Although this attempt is a first step, we hope to make up the mechanism that helps effective faculty development and career development in combination with student evaluation system.
To better utilize evaluations in higher education, it is necessary to share the methods of reviewing reliability and validity of examination scores and grades, and to accumulate and share data for confirming results. Before the GPA system is first introduced into a university or college, the reliability of examination scores and grades, especially for essay examinations, must be assured. Validity is a complicated concept, so should be assured in various ways, including using professional audits, theoretical models, and statistical data analysis. Because individual students and teachers are continually improving, using evaluations to appraise their progress is not always compatible with using evaluations in appraising the implementation of accountability in various departments or the university overall. To better utilize evaluations and improve higher education, evaluations should be integrated into the current system by sharing the vision of an academic learning community and promoting interaction between students and teachers based on sufficiently reliable and validated evaluation tools.
There are already a lot of research done on evaluation for elementary and secondary education, but still few for university education. This paper discusses evaluation of engineering education, focusing on GPA (Grade Point Average) and GPC (Grade Point Class Average) . There is also consideration of evaluation for design subjects and graduation research that are rather difficult to quantify, and introduction of our practice. The paper concludes with a comment on evaluation for engineering education.
Evaluation of the effect of education is an old and new problem. In this article, the author summarized the difficulties of the evaluation through three examples, university entrance examination, examinations in the faculty of engineering, disaster prevention education. In addition, the author stated problems which should be solved.
The freshmen of 2006 had been taken the new course of studies in the junior and senior high schools. The followings became clear after comparing the score distribution of linear algebra between the freshmen of 2005 and 2006. The freshmen of 2006 are slower and often make errors in calculation. They are also rather poor in solving the problems described in such a simple text without use of any mathematical symbols. In order to evaluate the scholastic ability of freshmen of 2006, it may need the evaluation by qualitative information instead of the quantitative evaluation with the test score and intelligence standard score.
Cultivation of human power is considered necessary to grow up students to the skilled experts and to oppose the leaving tendency from fields of science and technology. We have developed the educational tool “Step Up Note for Students” to assist students in analyzing themselves through filling up the note and to find out their objects to fertilize their university lives. We are also examining various attempts to make students using hands, because young people are mostly insufficient to train hands through works in the modern life-style. This may provide possibility of adapting student-ability to the most progressive technology in the future.
Educational institutions have to evaluate the level of achievement of learning and educational goals in order to maintain a high standard of education. And it is necessary to incorporate the results of this evaluation of learning and educational goals into the learning environment. The Department of Civil and Environmental Engineering at the Kanazawa Institute of Technology has designed an “Environmental self-check sheet” . In addition, by utilizing the “Environmental self-check sheet” a plan for an “educational improvement system” has been formulated. By using the “Environmental self-check sheet” it is possible for students to check their own learning and educational goals. The “educational improvement system” can incorporate the results of the evaluation of learning and educational goals into the learning environment. Consequently, it is possible to maintain high standards in education. The Department of Civil and Environmental Engineering at the Kanazawa Institute of Technology is implementing activities to bring about improvements in education by the use of the “Environmental self-check sheet” .
The University of Tokushima started to teach “creative-learning” subjects in all faculties in 2005. We are developing our original styles of lectures that are not limited by the conventional framework, with our concept of Self-oriented Classes. We have administered questionnaires on quality assessment of teaching and have also surveyed our students to determine how they evaluate their own ability in an attempt to investigate educational effects of the teaching. Students were asked to fill in the questionnaires at the very beginning of a class (referred to as “Before” ) and at the end of the class (referred to as “After” ) . We analyzed their answers to investigate how much their abilities had developed. Students were asked what ability they wanted to develop before the class and what ability they thought they had developed after the class. These questions seek to help students identify their own educational purposes in attending the classes. In this paper, we report our method of questionnaires and the results.
It was difficult to show objectively educational effects, because there was no effective standard that is able to measure objectively the effect of the education. We focus on students' motivation, and we have measured students' motivation as the educational effects. In order to improve students' motivation, the SIEM (Systematical Information Education Method) was proposed. The SIEM applied to introduction to the computer programming education, and the time series evaluation of students' motivation has been performed over the past five years. In this paper, we describe that introduction to the computer programming education which aims at improvement of students' motivation is effective.
A new evaluation system was introduced to the graduation research in the Civil Engineering Course, Department of Earth Resources, Marine and Civil Engineering, Kyushu University. The purpose of the graduation research was also specified, and it was shared by all the students and the educators in the course. Consequently, the introduction of the system apparently led to education improvement for the educators, as well as learning improvement for the students, e.g., their presentation ability and communications skills have improved.
The aim of Engineering Mathematics Test (EMaT) is to assess university students' core academic competence and acheivement of Engineering Mathematics. It is useful for professors to evaluate teaching effect of the classes. This evaluation would help them improve curricula, and scores can be available for graduate school entrance examination. The scope includes fundamentals in Calculus, Linear Algebra, Differetial Equations, and Probability and Statistics. It is open to all students free of charge, and is annually given once at least 40 (increasing every year) universities in December. Currently, it is administered by the Engineering Mathematics Test Steering Committee, supported by the Good Practice Promotion Program for University Education of the Ministry of Education, Culture, Sports, Science and Technology.
In the Center for Innovation and Creativity Development of the University of Tokushima, we have regarded the training to make plans as an important educational subject for young people, and we have taken measures. In advance of the last presentation of student-projects, we realized the idea of an assistant tool for thinking, and we made students analyze and evaluate their own project activities by using the tool. Moreover, the trial which pulls out an effective question from an audience was performed by applying the tool and by using a graphical presentation form. The Students estimated both trials as useful methods.
At the subject that aims to develop the student's teamwork competencies which is one of the most important ability as an engineer, the appraisal method was investigated. Almost all the team activities were evaluated, and correlations with that result and the peer evaluation, the self-evaluation and the team peer evaluation were examined. It was found that the correlation between the quality of the team activities and the team peer evaluation which is evaluated by other team members is highest.
In continuing education, it is necessary to evaluate the knowledge and skill levels the participants attain. Additionally, it is important to know how a participant's superior evaluates the subordinates' performance in the workplace. We examined the participants' (i.e. subordinates') self-evaluations and the superiors' performance-evaluations one week and, again, four weeks after our courses for embedded software engineers. The results showed that one week after ending a course, the participants mark relatively high scores in the self-evaluation task, while the superiors' evaluations attain the same level as the participants' scores four weeks after ending the course. These results demonstrate the effectiveness of the continuing education for embedded software engineers, and suggest that the participants' self-evaluations and the superiors' performance-evaluations may consist of different evaluation feedback systems.
To overcome an educational crisis, experimental learning in creative manufacturing in reference to cross-curricular engineering education has been undertaken. To educate students in terms of not only information and management technology, but also in terms of theory and practice, experimental learning procedures from product planning to trial evaluation have implemented. Objectives and fundamental hypotheses were also established for realizing effective education. The verification of these hypotheses and the attainment of these objectives were evaluated by the use of experimental reports and student surveys gathered for three years. As a natural consequence, successful requirements for experimental learning in creative manufacturing were derived. Moreover this paper postulated that failure factors actually should be considered much more seriously than successful factors for effective education.
We statistically analyze data on student evaluations of the fundamental-physics teaching for academic 2005, which places emphasis on problem-solving performance, in an introductory technology course. The evaluation data are analyzed by principal-component analysis, which reveals almost the same first and second components as those for academic 2004, during which a conventional instruction was given. Correlation of a students' feeling of attainment in the instruction with the evaluation data is analyzed by multiple-regression analysis, showing that the feeling of attainment can be explained in terms of the first and second components in the data. Finally, correlation of students' exam scores with the evaluation data is analyzed by multiple-regression analysis, which shows that the correlation is greatly diminished and thus it is almost impossible to predict the exam scores from the evaluation data, in great contrast to the case for academic 2004.
In fiscal 2004, Hiroshima Institute of Technology introduced the questionnaire for students to evaluate advice and guidance by professors on their graduation thesis, placement, and postgraduate studies. In this paper, questionnaire results for fiscal 2004 and 2005 are reported. The data shows the improvement of professors' teaching methods in fiscal 2005 compared to fiscal 2004. This questionnaire was performed from the standpoint of satisfaction of students, while professors endeavor to improve students' ability as well as their satisfaction. The questionnaire results will now be examined among all faculties, and the contents and method for the questionnaire should be improved aiming at higher quality education, based on the accumulated data from the continued observation.
In HDL design education, the students should study HDL description and usage of EDA tools to master HDL design technique and the teachers have to check a lot of HDL description files to evaluate students. This paper proposed a HDL design education system composed of WBT and LMS servers. The developed education system has been operated at an actual class. Results of the operation indicated that the proposal system helped effectively teachers to evaluate students. Questionnaire for students showed that a lot of students used the proposal system for self-study.
A teaching methodology on information literacy that skilled and inexperienced students learn through different specific contents in a class is proposed. Skilled students collaboratively work using an e-Learning environment while a conventional projector-based lecture on how to use a computer is given for inexperienced students. The methodology had been put into practice for two years. Skilled students were divided into a few groups and members in a group collaboratively made a PowerPoint slide show using a chat tool as the communication media. The slide shows were evaluated by means of questionnaire to the inexperienced students. The results were nearly the same as those of teachers. The practice of the methodology resulted in that the concentration of the skilled students was promoted and the learning attitude of the inexperienced students was improved, compared with the case that the both skilled and inexperienced students learned through the same contents.
Fundamental engineering experimentation opened at Kanazawa Institute of Technology aims at learning the problem-finding and problem-solving ability through experimentation and team activity. In this experimentation, the results of the team and individual tasks for participant are graded, however, the effect of the individual contribution on the grading is not investigated until now. In this study, we investigated the correlation between the load of the team task and the grade in this experimentation. We found that the grade became low when the load of the team task increased. On the other hand, we showed the impact of the shared team tasks on the grading. Consequently, the team activity, in which the team tasks are equally shared by the plural member, is available for improving the education of fundamental engineering experimentation.
This paper proposes a learning model which links Web tool to CAD in order to instruct the students in the architectural CAD design. This model is used for indicating how the evaluation items are advancing at every stage of the architectural design. When it was applied to the architectural CAD design instruction, the average technical acquisition increased by 25.7%. It follows from this fact that the learning model is useful for the architectural CAD design.
In order for junior colleges in Japan to survive, timely and appropriate measures for reforming higher education must be implemented. Therefore, in search of some key factors to improving or reforming our colleges successfully, we took a survey of alumni from 14 junior colleges in Japan by sending 12,116 of them questionnaires on how they have accepted and/or evaluated their educations at their Alma Maters, their jobs and lives after graduation. This paper describes several interesting results we have obtained by analyzing the answers from 2,835 alumni to the questionnaires. That is to say, we have found several common and individual trends and/or features in the responses from graduates in technology and other majors. From these responses, we have tried to search for some hints to a better education at junior colleges.