Development of a modular lecture evaluation system according to class type

The teaching and learning methods of universities are gradually diversifying. This study is a case study conducted with the purpose of developing modular lecture evaluation system that reflect such changes. The purpose is to re-establish the class types currently used in D University's lecture evaluation in a future-oriented manner and to develop lecture evaluation items according to the re-established class types. To this end, two Delphi surveys targeting 11 experts and a survey targeting 11,156 college students were conducted. A total of six new class types were established through this study. Of these, three types, including 'lecture-style classes, discussion/seminar classes, and experimental/practical classes', were classified as mandatory modules, and the remaining three types, 'field/clinical classes, on/offline blended classes, and online classes (real-time, recorded, MOOC, etc.)', were classified as optional modules. All classes must belong to one of the three class formats included in the mandatory module, and depending on the class, it is possible to be included in three class formats included in the optional module. The final lecture evaluation items are composed of 13 common-required items for the required module, 4 customized-required items for each class type, and 5 customized-optional items for each class type for the optional module. 17 items are basically applied to the evaluation of all classes, and up to 2 optional items can be added according to the instructor's autonomous choice. The target of calculating the average lecture evaluation value is limited to 14 scale-type items for the required module. Continuous exploration and research on the various lecture evaluation systems implemented by many universities and on the utilization of lecture evaluation results are necessary.