| Summary: | 碩士 === 逢甲大學 === 國際經營管理碩士學位學程 === 101 === This study intended to investigate the performance of formative evaluation as
well as track back the factors impacting the summative evaluation results of Feng
Chia University. An early evaluation of department instruction is an important way to
provide lecturers with the ability to produce a progressive, vibrant form of higher
education—a benefit which is maximized when lectures concurrently utilize
formative evaluations and the Japanese concept of Kaizen (making small progressive
changes to achieve great results). The data set was obtained from the results of
completed formative evaluations that were accessed through the University’s Online
Blackboard System during the 1st and 2nd semesters of 2011, and the 1st semester of
2012. The statistical techniques include box plot, t-test, and one-way ANOVA,
Kolmogorov-Smirnov test, and Tukey’s test to analyze the data set. The results show
that in term of average scores of formative evaluation, there were significantly
different among colleges in 2nd semester of 2012. There was a causal relationship
between formative evaluations and summative evaluations—most noticeably by
indicating that lecturers performed poorly in summative evaluation concerning
teaching methods and interaction with their students. Ultimately, this study found that
formative evaluations provided the university administrators with the feedback
required to enhance the quality of education at Feng Chia University.
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