• The Korean Journal of Applied Statistics
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• v.24 no.2
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• pp.435-443
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• 2011

On March 2011, an annual salary plan was applied to new faculty members in National Colleges and Universities. In 2015, all tenured faculty members will receive salaries based on annual performance evaluations. The efforts and accomplishments of faculty are normally assessed according to a standard formula of 40% teaching, 40% research and 20% service. In almost all colleges and universities, student course evaluations may be considered as the only measure of the perceived quality of the courses offered by the faculty member. The mandatory course evaluations are becoming prevalent in Korea. The results of course evaluations do not reflect the fairness and the appropriateness of the quality of the course taught by the faculty member and should not be considered under the teaching evaluation criteria.

• 대학교육
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• s.64
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• pp.50-59
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• 1993

• 대학교육
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• s.66
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• pp.54-59
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• 1993

• Proceedings of the Korea Contents Association Conference
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• 2017.05a
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• pp.389-390
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• 2017

대부분의 강의평가는 참여율을 높이기 위해 학생들이 성적확인 이전에 일괄적으로 평가하는 방식으로 강제성을 가지고 있다. 이에 본 연구는 전수조사로 진행되는 강의평가제의 문제점을 지적하면서 모의실험을 통한 표본 강의평가제를 제시하고 표본평균을 이용해 모평균을 추론하는 것이 통계적으로 의미 있다는 것을 확인하고자 한다.

• Journal of Engineering Education Research
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• v.3 no.1
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• pp.92-98
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• 2000

We have analyzed the result of course evaluation in a department for five semesters. The results of the students' course evaluation varied on individual lecturer, however the average score was improved initially and it was saturated after several semesters. Based on these results, we suggest several effective methods of using the evaluation results. We also suggest to study more in improving the questionnairs of the evaluation format to receive students' positive responses for the better course in the future. As a conclusion, the course evaluation system must be carefully introduced and it should be used only for improving the course itself. When this system is applied to evaluating the capability of lecturers, lecturers would easy their requirements and standards of the education and this causes a lot of problems in the case of the USA.

• Communications for Statistical Applications and Methods
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• v.18 no.1
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• pp.35-45
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• 2011

Some researchers insist that many students respond to the course evaluation surveys without sincerity and even without reading the questions. To analyze the pattern of student responses, the results of course evaluations for five semesters at Jeonbuk National University are reviewed. In mandatory course evaluations, 20% of the students marked the same option numbers to all questions regarding their lectures. In addition, consistent responses were over 50%. These results show that the university administration should reform the current course evaluation system in all respects.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.211-221
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• 2023

The purpose of this study is to improve the validity of the evaluation by adding the factor of academic achievement to the subject of evaluation, and to improve the reliability of the evaluation by verifying the legitimacy of control of in-class attitude and developing the correction index of satisfaction of teaching. The results of the study are as follows. Firstly, it was confirmed that the students' in-class attitude had a significant effect on satisfaction of teaching. The more positive the in-class attitude, the higher the satisfaction of teaching, and vice versa. Secondly, it was confirmed that the students' in-class attitude had a significant effect on academic achievement. The more positive the in-class attitude, the higher the academic achievement, and vice versa. Thirdly, it was confirmed that satisfaction of teaching did not have a significant effect on academic achievement. High satisfaction of teaching does not mean that the quality of the teaching is high, and vice versa. Fourthly, the correction index of satisfaction of teaching was developed to correct the results of satisfaction of teaching that may be distorted due to the students' negative in-class attitude. In conclusion, academic achievement should be added as the subject of evaluation in addition to the satisfaction of teaching to improve the validity of evaluation and the correction index of satisfaction of teaching should be applied to improve the reliability of evaluation.

• Journal of the Korea Safety Management & Science
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• v.5 no.2
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• pp.239-253
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• 2003

Lecture Evaluation system is an only way, so far, to evaluate the quality of lectures in our university and yet has several problems. This system does not have any effects on professors; however, it is rather used to threaten assistant professors and/or part-time/full-time lecturers. As a result, students are still dissatisfied with the unchanging lectures of professors. Generally speaking, We should consider new ideas to introduce a head teacher system or improve the lecture evaluation system to open doors wider for teachers, professors do their best to expand students' understanding by practicing the Lecture Evaluation System. In fact, it is hard to keep the objectiveness that the professors estimate the quality of professors. That is why this check list should be restricted only as a guideline among the system. After all, it is expected to bring better educational circumstances when the system functions properly to provide professors to research more.

• Ingenium
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• v.17 no.3
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• pp.33-35
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• 2010

• The Journal of the Korea Contents Association
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• v.18 no.2
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• pp.468-475
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• 2018

The current system of making course evaluations mandatory in universities in Korea in order to supplement low participation levels is a major hindering factor for the validity of the evaluation results due to students' insincere responses. This study points out the problems in course evaluations that are in the form of surveys and instead proposes a sample course evaluation system that utilizes a sample mean to deduce a population mean, attempting to prove through simulation that this is statistically significant. Thus, small, medium, and large scale courses as well as cyber courses that were available in S University in the fall 2016 semester were set as the population, and each course's evaluation average grade was set as the population mean. Furthermore, we used the average grade and standard deviation of the same courses from the previous year in order to decide the sample number, the reliability level was set as 95%, and the margin of error was set as ${\pm}0.25$. As a result of carrying out a simulation using the data analysis tool R, all the courses (small scale, medium scale, large scale, and cyber) showed to have a reliability level close to 95% including the population mean, and consequently practicality of the representative sample course evaluation system was proven.