Abstract
The purpose of this study is to identity the factors related to a course becoming a ‘recommended course’ based on course evaluation results. In this study, data was collected in the form of 14,879 course evaluations spanning 10 semesters from A University. The variable with the greatest explanatory power to predict the willingness to recommend a course was ‘Course improvement since the midterm course evaluation’. The predictors of willingness to recommend a course were analyzed by course evaluation group. The highest explanatory power was found for ‘Improved understanding of the field’ for the upper group and ‘Course improvement since midterm course evaluation’ for the lower group. Teaching sincerity was the least explanatory variable in both the upper and lower groups. The variable with the largest difference in scores between the groups was willingness to ‘recommended the course’, with the lowest mean score in the lower group. This shows that courses with higher mean scores are more likely to be recommended. This study confi rms the need for midterm course evaluation as a formative assessment and suggests the need for research on course evaluation according to changes in the educational environment.
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