Introduction to the New Assessment Methodology in Educational Settings: Use of KWM in an Engineering Graduate Course

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  • TAIRA Suo
    Graduate School of Life Science and Systems Engineering, Kyushu Institute of Technology
  • KURISHIMA Kazuhiro
    Graduate School of Life Science and Systems Engineering, Kyushu Institute of Technology
  • UCHIDA Shinji
    Graduate School of Life Science and Systems Engineering, Kyushu Institute of Technology
  • KANEKO Shuji
    Graduate School of Life Science and Systems Engineering, Kyushu Institute of Technology
  • HONDA Sumihisa
    Graduate School of Biomedical Science, Nagasaki University
  • JAHNG Doosub
    Graduate School of Life Science and Systems Engineering, Kyushu Institute of Technology

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  • 大学院の授業における学習量と指導量に基づいた評価手法の提案
  • ダイガクイン ノ ジュギョウ ニ オケル ガクシュウリョウ ト シドウリョウ ニ モトズイタ ヒョウカ シュホウ ノ テイアン

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Abstract

<p>Accountability in educational institutions has become a widespread concern, leading to the need of assessment tools that could provide objective results for class improvements. The purpose of this study was to propose the use of an assessment methodology that measures the activities of students and teachers in classroom settings. Subjects were recruited from an elective course in the Graduate School of Engineering. Key Words Meeting <tt>（</tt>KWM<tt>）</tt> was used to assess the transmission situation of the keywords. Activities of the students and teachers were scored and termed “learning amount” and “guidance amount,” respectively. The average score of “learning amount” was 80.0 points <tt>（</tt>SD = 8.9<tt>）</tt> and the average score of “guidance amount” was 88.7 points <tt>（</tt>SD =1.4<tt>）</tt>. The largest difference in the scores of students arose from their activities related to feedback from the teachers. The teachers completed all the activities before and after class, however, there was a difference in the status of students’ transmission situations. From the scores of class activities, assessment criteria for students and teachers were identified. The results of this study may encourage students and teachers to engage in further activities before and after class, and provide a way to objectively assess both in class and out of class activities for concrete class improvements. </p>

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