Evaluation of Educational Quality and Reliability of Laparoscopic Hydatid Cyst Surgery Videos on YouTube

With economic globalization and the informatization of social life, English has become a language extensively used around the globe. The research on the evaluation of English teaching quality is of crucial practical significance and theoretical value. Hence, student evaluation form for the college English classroom teaching quality that has been evaluated and has good reliability is used in this paper to expound the principles of the triangular fuzzy number evaluation method and the range method based on the analytic hierarchy process (AHP). Examples are used to analyze the differences between the two methods as well as their advantages and disadvantages. The comprehensive evaluation result of the teaching quality evaluation of a teacher by using the range method is excellent (85.500 points), and the comprehensive evaluation result by using the triangular fuzzy number method based on the analytic hierarchy process is good (64.818 points). The results show that the range method is better for the comprehensive evaluation of teachers' teaching quality. The statistical analysis results suggest that there are differences between the two methods in the evaluation of the classroom teaching quality in colleges and universities (t = 11.197, P < 0.0001). In the evaluation of the teaching quality by using the triangular fuzzy number evaluation method based on the analytic hierarchy process, the non-linear and fuzzy features of evaluation factors are taken into consideration comprehensively. The weight values of various evaluation indexes are calculated scientifically. The qualitative and quantitative evaluations are combined to obtain the evaluation result of the classroom teaching quality of teachers more objectively, which is of great significance in the practical teaching quality evaluation process.

The objective evaluation of teachers ' teaching quality can stimulate teachers' teaching enthusiasm and improve teaching quality. In this paper we apply an algorithm based on Boolean matrix in rough set for data analysis on the evaluation of teachers ' teaching quality, optimize the evaluation index and generate easy and valid decision rules. The correctness and effectiveness of the decision rules are verified by theoretical analysis and experiment simulation. The quality of teaching is the life of colleges and universities, and the quality evaluation of the teachers' teaching is the means to encourage teachers to devote themselves to reform teaching and improve the teaching quality. The objective and fair evaluation of the teachers' teaching work, is a powerful tool of the school teaching management department for teaching quality control and management. At present, the evaluation of the teaching quality in colleges and universities is mainly based on expert evaluation, student evaluation and leader evaluation. Because of people's feeling and experience, the subjectivity of the evaluation is relatively large. It is very difficult to ensure the teaching quality objectively and fairly. Rough set can be used to handle fuzzy and imprecise problems. And it can mine potential, valuable knowledge objectively from the large numbers of data without any prior knowledge. So In this paper we propose an algorithm for the evaluation of teachers' teaching quality, based on Boolean matrix in rough set optimize the evaluation index and generate easy and valid decision rules. It can provide some guidance for the evaluation of teachers' teaching quality objective and fairly.

This paper mainly studies the problem of teaching quality evaluation. According to the data in the annex, the transformation of quantitative indicators and the evaluation of teaching quality are realized by establishing fuzzy mathematical model, grey correlation degree and other methods. For problem 1: according to the quantitative values of the eight evaluation indexes, a fuzzy mathematical model is established, and the comprehensive evaluation is transformed into a quantitative index to evaluate the teaching level of teachers. See the appendix for the sequence of serial numbers 4450-4469 in Annex 1. For question 2: considering the large amount of data in Annex 1, the courses that have participated in the evaluation more than 50 times are selected as the research object. Using hierarchical clustering processing, it is concluded that there are some differences in the teaching quality of each course in the school. According to the overall teaching quality, the seven teaching teams are: course 0097, course 0057, course 0322, course 0320, course 0486, course 0058, course 0138. For question 3: the grey correlation model is established according to the factors that affect the professionalism and objectivity of evaluation experts, such as teachers' professional titles, the number of evaluation sessions and the average number of sessions. The evaluation conclusions of the evaluation experts are given in the appendix. For question 4: the data in Annex 1 are sorted out in chronological order to obtain 46 evaluation objects and three evaluation indexes, namely, the number of evaluation sections, the average number of sections and the quantification of professional titles, for analysis. Then through the fitting of data processing, it is concluded that the teaching quality of the school has declined with the growth of time in the past three years. In response to question 5: according to the data in the annex, this paper puts forward the question "what is the relationship between the scores of teachers' comprehensive evaluation of teaching and students' comprehensive evaluation of learning in the evaluation of classroom teaching quality in Colleges and universities?" by fitting the fitting image with MATLAB, it is concluded that the scores of teachers' comprehensive evaluation of teaching and students' comprehensive evaluation of learning in the evaluation of classroom teaching quality in Colleges and universities are very similar.

The 21st century is in the era of information explosion, the level of information technology is also increasing day by day, and the fields of its application are also wider and wider. As a new classroom teaching method that relies on information technology, multimedia teaching has become an important knowledge transfer method in colleges and universities. As a practical major, physical education (PE) often uses multimedia teaching in teaching. However, in many schools, the advantages of multimedia PE have not been fully exerted, which also makes the quality of multimedia PE not high. For the purpose of providing solutions to the problems existing in the current multimedia PE teaching, based on the characteristics and requirements of multimedia PE classroom teaching, this paper selected teachers and students from a college of PE to conduct interviews and questionnaires. Through the theoretical analysis of quality evaluation and the introduction of research methods, the evaluation indicators and weights of multimedia physical education teaching quality were determined, and the quality evaluation model of multimedia PE teaching in this university was established, and the practical application analysis was carried out. After determining the quality evaluation indicators and weights of multimedia PE, the actual application analysis included the evaluation of teachers with different titles and genders, as well as the evaluation of teachers by students of different grades. According to the assessment results, students’ evaluation of teaching quality was not obvious in terms of teachers’ gender, but there were differences in professional titles. Among them, associate professors had the highest evaluation score of 82.14, and students of different grades had different evaluations of teachers. The empirical analysis proves that the evaluation index and data analysis model of this paper have research significance.

Click to increase image sizeClick to decrease image size Notes Corresponding author. School of Education, Universidad de San Andre´s, Vito Dumas 284, B1644BID, Victoria, Pcia. de Buenos Aires, Argentina. Email: sgvirtz@udesa.edu.ar The Argentine Republic is a federal country composed of 23 provinces and an autonomous jurisdiction, the City of Buenos Aires, where national authorities are based. Once the responsibility and maintenance of education was transferred from the nation state to the provinces, and after leaving aside its former character of main and direct agent of education which it had been holding for nearly 100 years, the National Ministry of Education of Argentinea was known as ‘a Ministry without schools’. Public Law No. 24,195. Date of enactment: 14 April 1993. Date of publication in the Official Bulletin: 5 May 1993. It is specifically by decree of the Executive Power that ‘the main responsibility of the National Department of Evaluation is set to supervise and coordinate those actions regarding the development and implementation of the system of evaluation of education quality’. And one of its tasks is to ‘establish an evaluation system measuring the education quality of the National Education System in every jurisdiction, cycles, levels and systems’ (Narodowski et al., 2002 Montoya S Perusia JC Vera Mohorade A 2003 Evaluacio´n de la calidad educativa: de los sistemas centrales al aula. Estudio del impacto de las poli´ticas de devolucio´n de informacio´n personalizada a las escuelas en tres provincias de Argentina [Evaluation of educational quality: from the central systems to the classroom. A study on the impact of policies for personalized information devolution to schools in three Argentine provinces] (Buenos Aires, Centro de Investigacio´n para la Equidad y Calidad Educativa (CIECE))., Preliminary Report, mimeo [Google Scholar], p. 21). These instruments, also called ‘supplementary’ as regards the knowledge tests, were aimed at gathering ‘information which could help explain results’ of the measurement arising out of the tests (MCyE, 1994, p.7). More precisely, it was a set of self‐administered structured questionnaires for students, teachers and directors of institutions where tests were applied. In addition, though only in 1993, questionnaires were also distributed among families of those students in the last year of primary school who have taken the tests that year. In spite of the fact that such questionnaires were applied as from the first action (with more regularity in the primary level than in the middle one), results of those factors related to performance were known to the public for the first time in 1999, by means of a specific study (Oelsner, 2002 National Ministry of Culture and Education 1997 El sistema nacional de evaluacio´n de la calidad en Argentina [The national system for the evaluation of the quality of education in Argentina] (Buenos Aires, OEI), Official Websites of the National Ministry of Culture and Education Argentina, Ministry of Education, Science and Technology addinfo>http://www.me.gov.ar/ [Google Scholar]). Argentina, MCyE, El Sistema Nacional de Evaluacio´n de la Calidad en Argentina [The National System of Evaluation of the Quality of Education in Argentina], OEI, 1997, p. 7. It should be noted that special education in primary school, adults' education and artistic modality in secondary education were set aside from the National Evaluation Actions. Those institutions with less than 5 students were not included as well and, as from 1997, that number increased to 10 students. There have been also certain provinces which have not taken part in all the annual evaluation actions (Llach et al., 1999 Llach J Montoya S Rolda´n F 1999 Educacio´n para todos [Education for all], (Co´rdoba, IERAL) [Google Scholar]; Narodowski et al., 2002 Montoya S Perusia JC Vera Mohorade A 2003 Evaluacio´n de la calidad educativa: de los sistemas centrales al aula. Estudio del impacto de las poli´ticas de devolucio´n de informacio´n personalizada a las escuelas en tres provincias de Argentina [Evaluation of educational quality: from the central systems to the classroom. A study on the impact of policies for personalized information devolution to schools in three Argentine provinces] (Buenos Aires, Centro de Investigacio´n para la Equidad y Calidad Educativa (CIECE))., Preliminary Report, mimeo [Google Scholar]; Larripa, 2003 Larripa S 2003 El sistema nacional de evaluacio´n de la calidad educative (SINEC) : acerca de la comparabilidad de sus resultados. Argentina, 1995–2000) [The national system for the evaluation of education quality: on the comparability of its results. Argentina, 1995–2000] Universidad de San Andre´s, thesis of Master’s degree, mimeo. [Google Scholar]).

The evaluation of teaching quality is an important means to test and guarantee the teaching quality, which is widely used in university, but disputed. This paper analyzes the problems’ causes of students’ evaluation of teaching quality and discusses the countermeasures, taking the result of teacher’s teaching quality evaluation for a university as an example, in order to provide basis and guidance for improving the teaching quality monitoring system and method in universities. Key words: Teachers’ teaching quality evaluation; Student’evaluation of teaching quality; Problems; Countermeasures

For physical education (PE) in colleges, the evaluation of the teaching quality is affected by various fuzzy and uncertain factors. Therefore, this paper probes deep into the fuzzy evaluation of the teaching quality of college PE, using analytic hierarchy process (AHP), fuzzy system theory and grey theory. Firstly, the factors affecting the teaching quality of college PE were analyzed theoretically, and the keys to improving that teaching quality were clarified. On this basis, the authors established an evaluation index system and a fuzzy evaluation model for the teaching quality of college PE. The proposed fuzzy evaluation model serves an innovative tool to evaluate the teaching quality of college PE. Apart from effective measurement of the teaching quality, the proposed model provides an important reference for improving the teaching quality of college PE.

Have their own characteristics in the development of independent college, strengthening is an important measure to improve college teaching quality evaluation of teachers' teaching quality. This paper put forward the analytic hierarchy process (AHP) the teachers' teaching quality evaluation system and multi-level evaluation model, the establishment of decision hierarchy structure according to the method of AHP, through the synthesis level weights to build a multi hierarchy decision model, the evaluation of teaching quality of independent college teachers and more reasonable.

Enhancing quality is the focus of vocational education reform, and building a quality evaluation system that is adapted to the needs of modern vocational education is an important task of vocational education reform. However, international research on quality evaluation models of vocational education has still not been explored in depth. In order to reveal the influencing factors and the relationships between them in the quality evaluation system of vocational education in China, this study establishes a theoretical model of quality evaluation of vocational education in China and tests the model. Based on in-depth interviews, this study reached the following conclusions: (1) Educational orientation is the starting and ending point of vocational education quality evaluation. The quality evaluation of vocational education in China is directly reflected through professional settings and talent training objectives; (2) the quality evaluation of vocational education in China focuses on factors external to the education system, which is an important means through which the quality of vocational education can be recognized by the public, enterprises, and industries; (3) there are internal factors influencing the quality evaluation of vocational education, namely institutional resources and evaluation system construction. In addition, strategies for vocational institutions are proposed based on the study results, suggesting that other countries should strictly regulate the settings of majors based on the real needs of industries; promote the development of technical knowledge, teaching materials, and teacher training; and explore the function of international exchange and cooperation, industry–education integration, and school–enterprise cooperation in educating people. This study provides a theoretical model for the quality evaluation of vocational education; in terms of practical value, the constructed model extends the scope of basic theory.

In order to better improve the teaching quality of university teachers, an effective method should be adopted for evaluation and analysis. This work studied the machine learning algorithms and selected the support vector machine (SVM) algorithm to evaluate teaching quality. First, the principles of selecting evaluation indexes were briefly introduced, and 16 evaluation indexes were selected from different aspects. Then, the SVM algorithm was used for evaluation. A genetic algorithm (GA)-SVM algorithm was designed and experimentally analyzed. It was found that the training time and testing time of the GA-SVM algorithm were 23.21 and 7.25 ms, both of which were shorter than the SVM algorithm. In the evaluation of teaching quality, the evaluation value of the GA-SVM algorithm was closer to the actual value, indicating that the evaluation result was more accurate. The average accuracy of the GA-SVM algorithm was 11.64% higher than that of the SVM algorithm (98.36 vs 86.72%). The experimental results verify that the GA-SVM algorithm can have a good application in evaluating and analyzing teaching quality in universities with its advantages in efficiency and accuracy.

Teachers’ teaching leadership will afflict the quality of teaching. Governed by the straightforward theory of leadership power, construct the behaviors system of teachers’ teaching leadership. Through the questionnaire survey, we can assess the influence of teachers’ teaching leadership and its behaviors system on the evaluation of curriculum teaching quality. Research demonstrates that teachers’ professional teaching leadership and inspirational teaching leadership have a material effect on instructing quality evaluation. Teachers’ teaching methods and ideological along with honorable behaviors have a sizeable impact on the evaluation of teaching quality.

Purpose This study aims to analyse and compare Peruvian students’ evaluations of the educational quality in basic and higher education in 2019-2023, taking into account three key factors: infrastructure, equipment and teaching. Design/methodology/approach The research uses a quantitative and descriptive methodology. Secondary data from the National Household Survey with samples of 29,354 responses in 2019 and 26,829 responses in 2023 are used. Descriptive analysis (frequencies and percentages), bivariate analysis (mean test) and multivariate analysis (ordinal logistic regression with categorical predictors) were performed. Findings The results indicate an increase in negative evaluations of educational infrastructure and equipment. Multivariate analysis reveals the existence of systematic educational inequalities: students in basic education, public institutions, less urbanised and rural areas and remote regions such as the southern highlands and the jungle are more likely to provide negative evaluations. Practical implications The research highlights the necessity for diversified educational policies that prioritise the enhancement of infrastructure and equipment in the most disadvantaged regions. The results obtained can serve as a guide for the allocation of resources and the implementation of improvement programmes in the Peruvian education system. Originality/value The research provides a comparative approach to students’ evaluations of educational quality in two different contexts (pre- and post-pandemic) and integrates demographic, geographic, economic and academic variables using a nationally representative survey in Peru. It also deepens the understanding of structural inequalities in the Peruvian education system to give evidence of the differential impact of the COVID-19 pandemic in educational contexts.

Exploring the evaluation of the teaching quality of colleges and universities for applied talent cultivation in the context of big data is to be able better to improve the teaching level of colleges and universities. In this paper, the multi-indicator evaluation method is explained, and the commonly used teaching quality evaluation methods, i.e. hierarchical analysis, entropy weight method and gray correlation analysis, are cited. The basic principle of the hierarchical analysis method is given, the initial weight calculation steps of AHP method are illustrated, and the initial weights of AHP method are combined and solved using the entropy weight method. The evaluation principle of the gray correlation analysis method is given, and the combined weights of the AHP-EWM evaluation are illustrated using the gray correlation analysis method. Finally, universities’ teaching quality evaluation indexes for applied talent cultivation were constructed using the AHPEWM evaluation method, and the indexes were mined and analyzed respectively. From the indicators of theoretical literacy and professional research ability, the overall evaluation of the teaching quality of colleges and universities is 92.77% above the C grade. From the indicators of innovation practice and moral quality, the percentages of students’ evaluation of teaching quality in colleges and universities with A, B, C and D grades are 49.02%, 28.6%, 5.12% and 7.25%, respectively. This shows that the evaluation of teaching quality in colleges and universities is multifaceted, and colleges and universities can improve their teaching level according to different evaluation factors.

Quality evaluation is not only a necessary guarantee for the effectiveness of higher education, but also an important task for the further promotion of higher education. At present, there are some problems in the quality evaluation of education, such as loose indicators, superficial content and single standards, which restrict the guiding role of quality evaluation in education. Through the deconstruction and analysis of the characteristics of higher education, based on the relevant theoretical research, establish a scientific, complete and suitable evaluation index system, and build a generally applicable higher education quality evaluation system, in order to solve the hot and difficult problem of education quality evaluation in the field of educational theoretical research and practical exploration. Compared with western countries, the evaluation of higher education quality in China started late and developed slowly. In order to enrich the research content of education quality, CIPP model is introduced into education quality evaluation. The CIPP model is used to deconstruct and analyze the education quality, and the evaluation theoretical model is constructed. Based on the constructed evaluation theoretical model, established by following the principles of the combination of process evaluation index and result evaluation index, classroom teaching evaluation index and practical teaching evaluation index, objective evaluation index and subjective evaluation index.

This study evaluated the efficacy of a blended teaching model integrating real-life scenarios into nutrition education for nursing students. The study adhered to the CONSORT guidelines. Participants (N = 283) were cluster-randomized into two groups: a blended teaching group (n = 76) receiving self-management activities via WeChat Moments alongside teachers, and a traditional teaching group (n = 207) receiving teacher-based instruction. A battery of survey items was meticulously analyzed, including demographics, educational quality, self-directed learning ability, and the willingness to further study in the nutrition course. Additionally, chapter test scores, final examination grades, nutritional counseling capabilities, and final course grades were evaluate. Blended teaching significantly improved the chapter test average (P = 0.018), willingness to continue learning (P = 0.018), students’ evaluation of teaching quality (P = 0.027), and nutritional counseling capabilities (P < 0.001); however, no differences were observed in final exam grades (P = 0.620) or final course grades (P = 0.951). Our research findings clearly show that combining blended teaching with real-life scenarios significantly benefits educational quality. It boosts students’ willingness to keep learning, their evaluation of teaching quality, and their self-directed learning awareness, and also favorably impacts the development of their nutritional counseling capabilities.