대학 교원이 인식한 학생 강의평가의 실태 분석과 개선 방안 탐색

Abstract

This study aims to analyze the awareness of instructors regarding course evaluations conducted by students and explore the current state and implications of course evaluations based on their perceptions. To achieve this, a survey was conducted to 394 instructors from universities and colleges nationwide. The key research findings are as follows: Firstly, university instructors generally expressed satisfaction with current course evaluation systems and held a positive perception of their purposes. Secondly, a significant issue identified in course evaluations is the potential reduction in accuracy due to the insincere responses of some students. Thirdly, for improvements of course evaluations, conducting course evaluations twice per semester, spanning mid-term and final exams, with flexible timing between two weeks before final exams and before grade disclosure were suggested. The composition of evaluation items should encompass both objective and subjective questions. Consideration should be given to limiting the application of evaluations from students with low academic achievement. Evaluation items should be designed with consideration for the characteristics of the courses, and the results should be utilized for faculty performance assessments and instructor selection. It is suggested that lower-ranked instructors in course evaluations should be mandated to undergo coaching or training related to teaching methods. Lastly, beyond student evaluations, it is requred to explore various evaluation methods such as self-evaluation, teaching portfolios, and peer evaluations.