Assessing Teaching Effectiveness Research Articles

Nano-integrating green and low-carbon concepts into ideological and political education in higher education institutions through K-means clustering

Universities and colleges play a pivotal role in the pursuit of a future that is sustainable through their pedagogical efforts and the execution of state-of-the-art research endeavors aimed at mitigating the effects of climate change. Higher Education Institutions (HEIs) serve as crucial catalysts in advancing sustainable development. HEIs are increasingly embracing precise measures to reduce their carbon footprint (CF) while also educating students on global sustainability. These nano-methods provide a quantitative framework for assessing a campus's sustainability efforts in line with Green Campus (GC) initiatives to lower carbon emissions align with GC goals. This study employs K-means clustering to analyze the integration of green and low-carbon principles in higher education political and ideological studies. Its goal is to identify patterns, assess teaching effectiveness, and improve sustainability education, aligning with Green Campus initiatives to enhance institutional contributions to sustainable growth through informed pedagogical strategies. Input data includes curriculum content, teaching methods, student engagement, and institutional goals related to sustainability. Seeking to improve sustainability education align with Green Campus initiatives, higher education can strategically enhance their contributions to long-term sustainability and growth through effective pedagogical approaches. Cluster 3 has the lowest WCSS value of 1200, indicating tighter cohesion and less variability within this cluster compared to Cluster 1 (1500) and Cluster 2 (1800). Cluster 3 stands out with the highest silhouette score of 0.7, suggesting well-defined and distinct clusters, while Cluster 2 has the lowest score of 0.4, indicating some overlap or ambiguity in data points. Cluster 1 has the lowest Davies-Bouldin Index of 0.4, implying better separation between clusters compared to Cluster 2 (0.6) and Cluster 3 (0.5). Cluster 3 is well-defined and cohesive, showing strong integration of green practices. Cluster 1 displays good separation and cohesion, while Cluster 2 requires refinement due to potential overlap in sustainability integration.

Student Evaluation of Teaching: A Tool for the Assessment of Teaching Learning Practices in Higher Education Institutions

Student Evaluation of Teaching (SET) is a way to evaluate the teaching effectiveness of teachers, and teaching-learning practices based on students' feedback. It is an evaluation of the teachers by students. SET is considered a tool to assess teaching effectiveness mostly in higher education institutions. Globally, universities use SET, especially in taking the decision of tenure and promotion of professors. This article attempts to gather students' responses regarding the teaching performance of their teachers from one of the campuses in Kailali district, Nepal. A survey research design was adopted to collect students’ responses. A random sampling method was employed to select undergraduate students from the selected campus. Students were asked to fill out a questionnaire consisting of the statements managed on a 5-point Likert scale. IBM SPSS Statistics 20 was used to manage and visualize the data, and the descriptive parameters were calculated for analysis. The results show that the teaching performance of the teachers was quite good in two categories, viz., management and motivation aspects, whereas the teaching performance in the instruction aspect was only satisfactory. This study shows that teachers need to improve their instructional strategies for the betterment of teaching and learning. The study will motivate other scholars and institutions to initiate the practice of SET for the enhancement of teaching and learning in their respective institutions.

Exploring the teaching mode of college students’ psychological education under artificial intelligence technology guided by cognitive-behavioral theory

Abstract Under the current background of increasingly fierce social competition, the psychological pressure of college student groups is increasing, and mental health problems are becoming more and more significant. Based on the cognitive model of mental health and the theory of cognitive-behavioral psychotherapy, this paper constructs a comprehensive mental health education mechanism covering school, family and society. A mental health abnormality detection device was developed in the study, which integrates a mental health detection model and an early warning mechanism, aiming to detect students’ mental health problems in time. Empirical Analysis shows that the recognition accuracy of the mental health abnormality detection model constructed in this study is as high as 0.8748. Regarding the assessment of teaching effectiveness, the pre- and posttest changes in the mental health scores of the control group and the experimental group are significant, with the test value of the difference between the control group being 1.242, while that of the experimental group is 6.480. The average posttest score of the experimental group is 6.15, which is a decrease of 11.75 compared to that of the control group. This result indicates that the mental health education model proposed in this paper can significantly enhance and effectively improve students’ mental health. This study provides an effective teaching method for college students’ mental health education, which can help guide the practice of mental health education in schools.

Innovation and Evaluation Analysis of English Teaching Mode in Colleges and Universities Based on Wavelet Packet Decomposition

Abstract The surge in information technology has catalyzed a pivotal shift towards innovative English teaching methodologies in higher education, garnering significant attention in educational research. This study introduces wavelet packet decomposition as a novel approach to both the innovation and evaluation of English teaching methods in colleges and universities, aiming to enhance teaching efficacy and scientific rigor. By employing wavelet packet decomposition for data analysis and utilizing a cloud-based evaluation model for teaching assessments, we investigate the impact of a new teaching mode at College M. Results reveal that students exposed to this innovative teaching strategy outperformed their counterparts in the control group on English cognitive tests, particularly in foundational areas such as grammar, where the experimental group achieved an impressive average success rate of 86.73%, compared to the 25%-50% range of the control group. These findings highlight the substantial benefits of the innovative teaching mode in elevating students’ English learning outcomes, particularly in grasping basic concepts. Furthermore, integrating a cloud evaluation model offers a comprehensive and scientific framework for assessing teaching effectiveness. This research validates the efficacy of the novel teaching model and introduces an innovative evaluation methodology for English education in tertiary institutions.

Evaluation of the Effectiveness of Civic Teaching in Higher Vocational English Courses under the Great Civic Teaching Landscape

Abstract As a general course of humanistic education, English for higher vocational education aims to cultivate English professionals with correct ideals and exemplary professionalism. This study focuses on the impact of teaching Civics and Politics in higher vocational English courses. After completing the construction of the English course’s Civics and Politics teaching model, the improved K-prototypes algorithm is utilized to establish a teaching effect assessment model to explore the English teaching effect of the sample higher vocational colleges and universities. Then, through the Fuzzy Set Qualitative Comparative Analysis (FsQCA) method, we explore the combination of factors that affect the teaching of Civics and Politics in English courses to improve its teaching effectiveness. The results show that the effect of teaching Civics and Politics in English courses can be categorized into three categories, from good to bad, which are roughly 40%, 30%, and 20% respectively. The rating of “good” and above accounted for about 68%, and the overall teaching effectiveness of the sample was good. The study obtained two grouping paths to enhance and reduce the effectiveness of Civics teaching in English courses, in which the influence of the means of Civics integration and the breadth and depth of Civics content presented in the teaching process is more pronounced. This study can guide improving the quality of teaching Civics and Politics in higher vocational English courses.

Analysis of Artificial Intelligence Technology and Its Application in Improving the Effectiveness of Physical Education Teaching

To promote the construction of public physical education online courses in colleges and universities and the evaluation of the effectiveness of course teaching, this article combines 3D reconstruction techniques in computer vision to construct a set of human body shape reconstruction models and apply them to physical training exercises and teaching effectiveness assessment tasks. Specifically, first, the joint point location information of the human body in the input image is extracted using the human skeleton analysis algorithm, and modeling the foreground and background pose information of the target region using the Pix2Pix image transformation algorithm; second, multi-scale features such as nodal location features, foreground and background features, high-resolution detail features, and low-resolution global features are fused and the extracted multi-scale features are also decoded with the help of pixel-aligned implicit functions to generate a 3D model of the human body representing the human form.

Application of Modularized Data Optimization Algorithm in Assessing Teaching Effectiveness of Civics Classroom in Colleges and Universities

Abstract In this paper, firstly, starting from the Civics classroom teaching, we constructed a teaching effect assessment model based on modularized data optimal algorithm to modularize the assessment of classroom teaching effect. The optimal modularized data algorithm is obtained by obtaining the optimal configuration of TLBO’s modularized data, and the teaching status is assessed using this algorithm. Finally, the teaching effect of University B is taken as an example to analyze the application of its effect assessment model. The results show that after using the teaching effect assessment model, the highest increase in the percentage of compliance is in the area of “taking notes in class”, with an increase of 0.12, and the highest decrease in the percentage of non-compliance is in the area of “reviewing after class”, with a decrease of 0.09. The data show that the evaluation model for teaching effectiveness constructed in this paper can improve students’ learning autonomy, effectiveness, and satisfaction with the course.

The Effect of Online and Offline Sports Safety Education combined with MOOC Platforms in Physical Education Teaching in Colleges and Universities

In light of Internet+, how to make network technology better serve the educational cause needs more exploration. The online and offline hybrid education model that integrates MOOC is a new attempt. The sports safety of college students is the premise for the smooth development of sports activities. Therefore, a mixed teaching mode of sports safety combined with MOOC is designed to evaluate the teaching effect. However, under this teaching mode, the commonly used teaching effect evaluation methods cannot adhere to formative evaluation standards. Consequently, to better evaluate the MOOC teaching mode, a model for evaluating instructional effects based on RF mixed teaching mode is constructed. Aiming at the defects of RF in data processing, a genetic algorithm and particle swarm algorithm are used to optimize random forest. The outcomes demonstrate that the enhanced PSO-RF evaluation model has a 98.68% accuracy rate, which is 5.44% and 3.49% higher than the RF and GA-RF model respectively. Therefore, the enhanced PSO-RF-based teaching effect assessment model can better assess the mixed teaching mode in sports safety, meeting the evaluation requirements for students’ learning effects.

Analyzing Singapore’s Mid-Year Exam Cancellation in Primary and Secondary Schools: Implications for China

Drawing on prior experience with canceling mid-year examinations for select grades in recent years, Singapore’s Minister of Education, Chan Chun Sing, announced on March 7th, 2022, that all mid-year examinations in primary and secondary schools will be eliminated by 2023. This article examines the impact of Singapore’s decision to cancel mid-year examinations in primary and secondary schools and the inspirations that China can draw from it. The analysis demonstrates that eliminating mid-year exams in Singapore can mitigate students’ academic stress, foster their all-round development, decrease teacher workload, and enhance parent-child relations. Nevertheless, it may also lead to some adverse consequences, such as declining academic performance, challenges in assessing teaching effectiveness, and shifting parental attitudes. This article further presents reform proposals, comprising the management and supervision of examination, exam reform, curriculum innovation, and augmenting the significance of teacher professional development, to empower students to develop more effectively and respond positively to challenges.

Contextualizing gender disparities in online teaching evaluations for professors.

Student evaluation of teaching (SET) is widely used to assess teaching effectiveness in higher education and can significantly influence professors' career outcomes. Although earlier evidence suggests SET may suffer from biases due to the gender of professors, there is a lack of large-scale examination to understand how and why gender disparities occur in SET. This study aims to address this gap in SET by analyzing approximately 9 million SET reviews from RateMyProfessors.com under the theoretical frameworks of role congruity theory and shifting standards theory. Our multiple linear regression analysis of the SET numerical ratings confirms that women professors are generally rated lower than men in many fields. Using the Dunning log-likelihood test, we show that words used in student comments vary by the gender of professors. We then use BERTopic to extract the most frequent topics from one- and five-star reviews. Our regression analysis based on the topics reveals that the probabilities of specific topics appearing in SET comments are significantly associated with professors' genders, which aligns with gender role expectations. Furtherly, sentiment analysis indicates that women professors' comments are more positively or negatively polarized than men's across most extracted topics, suggesting students' evaluative standards are subject to professors' gender. These findings contextualize the gender gap in SET ratings and caution the usage of SET in related decision-making to avoid potential systematic biases towards women professors.

Using a framework to assess teaching effectiveness (FATE) to promote instructor development and growth

AbstractThis chapter proposes the need to define the qualities of effective teaching in higher education and introduces a framework to assess teaching effectiveness (FATE) that can be adapted by other institutions for evaluating teaching, with the goal of promoting instructor development and growth.

Exploring Latinx Graduate Students’ Experiences in Online Classes at a Hispanic Serving Institution

ABSTRACT Guided by a Culturally Relevant Pedagogy framework, we used a phenomenological research design to explore nine Latinx graduate students’ lived experiences in online courses at a Hispanic Serving Institution (HSI). In this study, we analyzed nine Latinx graduate students’ interview transcripts that focused on lived experiences with online learning. The following themes emerged from phenomenological data analysis: accessibility, organization and structure, distractions and connectivity, instructor approachability, communication, flexibility with online learning and self-paced, active learning, guidelines and purpose for assignments, and criteria for success. We structure findings around three effective teaching practices: (1) designing an effective learning environment, (2) structuring intentional learning experiences, and assessing teaching effectiveness. We also provide implications for faculty developers at HSIs.

Mathematical statistical analysis of attainment levels of primary left handed students based on pearson's conformity criteria

Quantitative changes in improving the effectiveness of teaching writing and developing the skills of elementary school students were summarized in the assessment of teaching effectiveness using Student and Pearson methods. Using the χ^2 Pearson test, which is often used in statistical research, we introduce the research hypotheses of the second, third and final stages of the control and experimental class participants with the indicators of the first stage. At the end of the experimental work, it was proven that the respondent's knowledge indicators increased by 13.8% on average.

Assessing Teaching Effectiveness Online in the Wake of the COVID-19 Pandemic: A Case Study

The COVID-19 pandemic required instructors to change teaching modalities, from face-to-face to online. Many of these instructors who moved to this modality were unfamiliar with teaching online, making it imperative to receive course feedback to ensure course delivery was effective. Unfortunately, relying upon university-standard Perceived Teaching Effectiveness surveys (PTEs) proved challenging in an online environment, as response rates and student morale were negatively impacted due to the pandemic. The present case study assessed alternative research-supported methods for soliciting student feedback on teaching effectiveness in asynchronous online courses. Methods identified to improve response rates and to identify areas of teaching to improve/maintain included creating course-specific surveys, offering the surveys multiple times during the semester, soliciting feedback anonymously, and providing extra credit.

Assessing Teaching Effectiveness in Blended Learning Methodologies: Validity and Reliability of an Instrument with Behavioral Anchored Rating Scales.

The evaluation of teaching effectiveness in blended learning methodologies is usually carried out using Likert-type questionnaires; however, instruments with Behavioral Anchored Rating Scales (BARS) are sometimes employed for this purpose. This paper examines the validity and reliability of an instrument with BARS designed to assess teaching effectiveness in blended learning environments, within the university setting. The research involves a sample of 1436 students from a medium size university in Spain. Using this sample (n = 1436), the authors carry out a psychometric study that consists of four phases: (1) comprehension validity analysis, (2) construct validity analysis, (3) confirmation of construct validity, and (4) analysis of the instrument reliability. The findings provide satisfactory values for all the parameters analyzed (for instance: Variance explained = 77.61%; RMSEA = 0.042; or Cronbach’s alpha = 0.956), indicating that the BARS instrument examined is perfectly valid and reliable for the appraisal of teaching effectiveness in blended learning methodologies. The authors conclude that this paper fills an important gap in the literature by presenting an instrument that, thanks to the use of behavioral scales, facilitates this task in the university context.

Research on Effective Teaching. A Multilevel Study for Ibero-America

This research aimed to determine the factors for Educational Effectiveness and to build an empirical model for Teaching Effectiveness in Ibero-America. A Multilevel Model with four levels of analysis was used to assess teaching effectiveness. The sample consisted of 5,722 students, (all at their third year of primary school), from 257 classrooms at 100 schools located in 9 countries of Ibero-America. The results showed the existence of ten factors of Teaching Effectiveness that impact on the cognitive, social, and emotional development of students: Involvement and commitment of the teacher; Classroom climate; High expectations and selfesteem; Structured lessons; Varied-participatory activities; Attention to diversity; Optimization of learning time; Classroom organization and management; Use of educational resources; Educational assessment, monitoring, and continuous feedback.

The Core Concepts, Competencies, and Grand Challenges of Comparative Vertebrate Anatomy and Morphology.

SynopsisCore concepts offer coherence to the discourse of a scientific discipline and facilitate teaching by identifying large unifying themes that can be tailored to the level of the class and expertise of the instructor. This approach to teaching has been shown to encourage deeper learning that can be integrated across subdisciplines of biology and has been adopted by several other biology subdisciplines. However, Comparative Vertebrate Anatomy, although one of the oldest biological areas of study, has not had its core concepts identified. Here, we present five core concepts and seven competencies (skills) for Comparative Vertebrate Anatomy that came out of an iterative process of engagement with the broader community of vertebrate morphologists over a 3-year period. The core concepts are (A) evolution, (B) structure and function, (C) morphological development, (D) integration, and (E) human anatomy is the result of vertebrate evolution. The core competencies students should gain from the study of comparative vertebrate anatomy are (F) tree thinking, (G) observation, (H) dissection of specimens, (I) depiction of anatomy, (J) appreciation of the importance of natural history collections, (K) science communication, and (L) data integration. We offer a succinct description of each core concept and competency, examples of learning outcomes that could be used to assess teaching effectiveness, and examples of relevant resources for both instructors and students. Additionally, we pose a grand challenge to the community, arguing that the field of Comparative Vertebrate Anatomy needs to acknowledge racism, androcentrism, homophobia, genocide, slavery, and other influences in its history and address their lingering effects in order to move forward as a thriving discipline that is inclusive of all students and scientists and continues to generate unbiased knowledge for the betterment of humanity. Despite the rigorous process used to compile these core concepts and competencies, we anticipate that they will serve as a framework for an ongoing conversation that ensures Comparative Vertebrate Anatomy remains a relevant field in discovery, innovation, and training of future generations of scientists.

Investigating faculty perception of instrument used for evaluating teaching effectiveness: A case of two universities in Sunyani

This study aimed at examining the perception of faculty members towards the use of student evaluations of faculty members as a basis to assess teaching effectiveness and for decision-making for annual faculty review. The study was conducted with the participation of 62 full-time members at Catholic University and Sunyani Technical University. Quantitative and qualitative data were collected through questionnaires and interview guides. The main findings revealed that faculty members positively perceive the current Students’ Evaluation of Faculty (SEF) instrument as effective in evaluating teaching effectiveness but do not perceive the use of the current instrument as effective in decision-making for annual review. The study also revealed that there was no association between the objectives for the adoption and usage of the Students’ Evaluation of Faculty (SEF) instrument for private and public universities. Finally, the findings show that faculty are challenged both administratively and humanly in their endeavour to effectively implement SEF. Based on the findings, it was concluded that the evaluation method and instrument needed to be revised further to include a multidimensional procedure. This multifaceted method should produce independent instruments for annual faculty reviews and teaching improvement. Keywords: Faculty evaluation, perception, teaching effectiveness, decision-making.

The Effectiveness of a Merit- and Productivity-Based Teaching Incentive in a College of Public Health

In 2017, the College of Public Health implemented a “teaching incentive” by which faculty would receive extra pay if the composite score of teaching effectiveness on the student assessment of instruction (SAI) was in the top third for all scores in the college in that same semester, and at least 40% of the students in the class completed the SAI. In the first 4 years, 53 incentives were awarded to 25 different members of the faculty, for a total of $206,772. The college documented an increase in the composite score of teaching effectiveness and in percent of students completing the SAI. Significant increases in the composite score were seen for all faculty (3.47 to 3.59 out of 4.00, p = .02) and for those faculty in the college for the entire period (3.47 to 3.57, p = .0189). Over the 4 years, the percent of classes that had at least a 40% response rate increased for all faculty (41.2% to 55.7%, p = .0447) and for faculty who were in the college for the entire 4 years (39.6% to 51.9%, p = .1373). A teaching incentive that includes a significant salary supplementation appears to be associated with an increase in both student response rates and overall assessment of teaching effectiveness.

Improving the Assessment of Teaching Effectiveness With the Nonequivalent Dependent Variables Approach

Introduction: Assessing teaching effectiveness is relevant for improving one’s teaching and for moving through the tenure process; however, the validity of assessment methods, such as Student Evaluations of Teaching (SET), have been heavily criticized. Statement of the Problem: Using a one–group pretest–posttest design and assessing learning over the semester has several advantages over SET; however, one drawback is in making conclusions about the cause of changes in the post-test. A change could be due to learning in the semester, maturation, history, or even a testing effect. Literature Review: To improve the inferential quality of teaching assessment, a nonequivalent dependent variable (DV) design is highly advantageous. A nonequivalent DV is an outcome that is not the target of the intervention yet responds to the same contextually relevant factors. Teaching Implications: By using a nonequivalent DV design, there might be an increase from the beginning of the semester to the end of the semester in the main DV, but no increase in the nonequivalent DV, which provides a stronger argument that the change in the main DV is due to a true learning effect. Conclusion: Using nonequivalent DV methodology improves inferential quality and is easily implemented.