Abstract
This article presents the results of applying various methods of system analysis (CATWOE, Rich Picture, AHP, Fuzzy AHP) to evaluation of teaching assistants. The soft and hard methods were applied. Methods of system analysis are considered as an example at the Higher School of Economics (HSE) in program “Teaching assistant”. The article shows the process of interaction of teaching assistants with students and faculty in the form of Rich Picture. Selection and analysis of criteria for the evaluation of training assistants are carried out. Three groups of criteria were defined: professional skills, communicating skills, personal qualities. Each group has some subcriteria, which were defined in brainstorm. Its own method was determined, which immediately allow drop some assistants. In addition, the application of the methods AHP and Fuzzy AHP type-2 to evaluate teaching assistants is considered. The strengths and weaknesses of each method are revealed. It is also shown that, despite the power of the methods of system analysis, it is necessary to use common sense and logic. Do not rely only on the numbers obtained by the methods of system analysis. In the process of work, the best teaching assistant is selected, and the group of the best teaching assistants is defined.
Highlights
At the Higher School of Economics (HSE) there is a program “Teaching assistant”which has been effective for sever-al years
Each teacher can invite an education assistant, who will take some of the routine tasks related to teaching the course
Every student or a graduate student of the HSE, who meets the criteria established by the faculty, can be a teaching assistant
Summary
At the Higher School of Economics (HSE) there is a program “Teaching assistant”which has been effective for sever-al years. Each teacher can invite an education assistant, who will take some of the routine tasks related to teaching the course (checking homework, developing test materials, etc.). Every student or a graduate student of the HSE, who meets the criteria established by the faculty, can be a teaching assistant. The teacher (or group of teachers) formulates tasks for the teaching assistants and monitors the quality of their performance. The teacher is responsible for the results of the students' knowledge, the quality of materials prepared by the education assistant, methodical support of the teaching assistant’ work. All faculties establish their own criteria for selecting teaching assistants independently. There were no special studies about it before, but annual evidence showed that an excellent mark does not fully correlate with being a good teaching assistant. There is a strong necessity to define a group of selective factors in a clever manner
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