Education Assessment System Research Articles

ANALYSIS OF SCHOOL VIOLENCE IN BRAZIL

School violence has emerged as an issue of great national relevance following the occurrence of tragic incidents involving children in different states of Brazil. These shocking events raised serious concerns about safety within educational institutions and highlighted the urgency of addressing the issue of school violence throughout the country. This article aims to analyze violence in high schools through the responses of school principals. The database is based on the results of the Basic Education Assessment System (SAEB) in the years 2019 and 2021, in the context of the Brazilian states. The data show a decrease in the types of violence reported between 2019 and 2021, with the exception of the Robbery type. For the year 2021, where new types of violence were introduced, mainly of a psychological nature, the data are worrying with regard to Bullying, Vandalism and the complete lack of perception of Sexual Harassment. By better understanding the dynamics of school violence, it will be possible to develop approaches to increase social capital, thus promoting a safer and more welcoming school environment and, consequently, an increase in human capital.

An Exploration of the Internal Quality Assurance System of Postgraduate Education in the UK

Universities in the UK are primarily responsible for the quality of postgraduate education. Through in-depth research on the educational quality assurance organization system, educational quality assurance process and educational quality assessment and feedback system of graduate students in British universities, it is found that universities in the UK provide all-round guarantee for the training of graduate students, forming a top-down quality assurance organization, diversified guarantee methods and student-oriented guarantee concept.

Curriculum Management and Educational Assessment At the Master Program in Defense Industry, Defense University, Republic of Indonesia

This study aims to describe curriculum management and higher education assessment systems in producing quality college graduates. This study used descriptive qualitative methods, and data collection techniques through observation, interviews and documentation studies. Data analysis techniques use data validity tests with source tringulation. The results of the study show that the Curriculum Management and Educational Assessment System in the Master of Defense Industry Study Program of Unhan of the Republic of Indonesia in accordance with curriculum standards and higher education assessment systems through planning, organizing, implementing and supervising refer to the vision, mission and profile of graduates in attitudes, knowledge and skills. The conclusion and suggestion in this study is that curriculum planning and educational assessment systems in the Defense Industry Master Study Program of the Indonesian Defense University are carried out through systematic curriculum design, strict assessment standards, and comprehensive assessment instruments. Curriculum organization involves learning designs prepared by course lecturers, distribution of courses each semester, and assessment instruments applied to each subject. The implementation of the curriculum and assessment system refers to the standards of the learning process and assessment that have been set, including the academic calendar and the schedule of teaching and learning activities of each lecturer. Supervision of the curriculum and assessment system is carried out through lesson plans, supervision, reports on lecturer learning activities, academic and non-academic achievements of students, and comprehensive learning evaluation. Although the curriculum includes aspects of attitudes, knowledge, and skills, the assessment of non-academic skills such as soft skills and character needs to be considered as one of the development areas in the educational assessment system to improve the quality of graduates holistically.Keywords: Curriculum Management, Educational Assessment, Defense University of Republic of Indonesia

Revolutionizing Primary Education Assessment: Opportunities and Challenges in Bandar Lampung's Technology-Driven Landscape

This study aims to analyze the opportunities and challenges associated with implementing a technology and information-based educational assessment system in elementary schools in Bandar Lampung. The study recruited ten respondents who were IT staff members, teachers, and principals from upper-grade primary levels (grades IV, V, and VI). It used a qualitative descriptive research design. The research focused on identifying the opportunities and challenges related to IT-based assessment systems. Data collection methods included observations, interviews, and documentation, while data analysis was conducted using the Miles and Huberman model, encompassing data reduction, data display, and data verification. The findings reveal significant opportunities in adopting a technology-based assessment system, such as using Google Forms for flexible assessment scheduling and enhanced data analysis capabilities afforded to teachers through IT tools. However, notable challenges were also identified, including insufficient IT proficiency among teachers and staff, concerns over data privacy and protection, and inadequate internet connectivity within school premises, which hampers the effective use of IT-based applications. The study recommends that schools provide intensive training for teachers and staff to enhance their IT skills. The conclusion is that while technology-based assessment systems offer considerable advantages in facilitating teachers' tasks, the identified challenges must be addressed to optimize the benefits and overcome the obstacles encountered.

Clustering source code from automated assessment of programming assignments

AbstractClustering of source code is a technique that can help improve feedback in automated program assessment. Grouping code submissions that contain similar mistakes can, for instance, facilitate the identification of students’ difficulties to provide targeted feedback. Moreover, solutions with similar functionality but possibly different coding styles or progress levels can allow personalized feedback to students stuck at some point based on a more developed source code or even detect potential cases of plagiarism. However, existing clustering approaches for source code are mostly inadequate for automated feedback generation or assessment systems in programming education. They either give too much emphasis to syntactical program features, rely on expensive computations over pairs of programs, or require previously collected data. This paper introduces an online approach and implemented tool—AsanasCluster—to cluster source code submissions to programming assignments. The proposed approach relies on program attributes extracted from semantic graph representations of source code, including control and data flow features. The obtained feature vector values are fed into an incremental k-means model. Such a model aims to determine the closest cluster of solutions, as they enter the system, timely, considering clustering is an intermediate step for feedback generation in automated assessment. We have conducted a twofold evaluation of the tool to assess (1) its runtime performance and (2) its precision in separating different algorithmic strategies. To this end, we have applied our clustering approach on a public dataset of real submissions from undergraduate students to programming assignments, measuring the runtimes for the distinct tasks involved: building a model, identifying the closest cluster to a new observation, and recalculating partitions. As for the precision, we partition two groups of programs collected from GitHub. One group contains implementations of two searching algorithms, while the other has implementations of several sorting algorithms. AsanasCluster matches and, in some cases, improves the state-of-the-art clustering tools in terms of runtime performance and precision in identifying different algorithmic strategies. It does so without requiring the execution of the code. Moreover, it is able to start the clustering process from a dataset with only two submissions and continuously partition the observations as they enter the system.

The impact of the Systematic Assessment for Resilience (SAR) framework on students’ resilience, anxiety, depression, burnout, and academic-related stress: a quasi-experimental study

BackgroundMedical students face significant psychological stress, impacting their academic performance and well-being. The Systematic Assessment for Resilience (SAR) framework is designed to enhance resilience and mitigate stress among medical students, addressing the need for interventions within the assessment system in medical education. The aim of this study was to evaluate the implementation of SAR framework on medical students’ resilience, anxiety, depression, burnout, and academic stress.MethodsThis study employed a quasi-experimental design with pre- and post-testing. It involved the training of course coordinators in implementing the SAR framework and its integration into the daily learning activities. Fourth-year medical students were assessed before and after the intervention using standardized measures of resilience, anxiety, depression, burnout, and academic stress. Data were analyzed using quantitative methods and thematic analysis for qualitative feedback.ResultsPost-intervention, students demonstrated a significant increase in resilience scores (p < 0.001) and a notable decrease in measures of anxiety, depression, and academic stress (p < 0.001). The burnout types were also statistically different (p < 0.001) except client-related burnout (p > 0.05). Qualitative feedback of the course coordinators highlighted an improved learning environment, increased coping strategies, and a more supportive academic culture.ConclusionThe SAR framework significantly contributes to enhancing medical students’ resilience and reducing psychological distress. Its implementation suggests a promising approach to fostering a supportive educational environment that not only addresses the psychological challenges faced by medical students but also enhances their academic performance and overall well-being. Further research is warranted to explore the long-term impacts of SAR across different medical education contexts.

A model of management of methodological activity of a reference school based on the identification potential of a regional system for assessing the quality of education

Introduction. One of the conditions for improvement the quality of students' educational results is considered the improving the quality of human resources, as well as the arranging of methodological activities taking into account the analysis of educational results of students. It becomes important to search for to improve the quality of education in reference schools, which become the center of the methodical activities of this school district, and it is organized according to the principle of concentration and interchangeability of resources. The purpose of the research is to develop and to justify the model of management methodological activities of the reference school, aimed at filling the professional deficits of teaching staff of the school district, based on the identification potential of the regional system for assessing the quality of general education. Materials and methods. The study involved teaching staff of 10 reference schools and school districts, including 66 rural educational organizations of the Kirov region (Russia). The following methods were used: theoretical analysis, modeling, experimental work, statistical criterion of χ2 -Pearson. The measuring tools are: an author's questionnaire by the type of academic heading to identify the level of methodological competence of the teacher and the tasks of the All-Russian verification works on the Russian language and mathematics for schoolchildren. Results. A connection has been established between 6 functions of the methodological activity of the reference school and 7 components of the identification potential of the regional educational quality assessment system. The effectiveness of the construction of the methodological activity of the reference school based on the developed model through the fixation of facts is empirically substantiated: a) using descriptive statistics (in the experimental group, the proportion of teachers with a sufficient level of methodological competence increased (Russian ‒ from 32% to 77%, mathematics ‒ from 37% to 81%). 23% of Russian language teachers and 19% of mathematics teachers of the experimental group had a high level of methodological competence at the control stage, which was not revealed at the ascertaining stage); b) using evidence-based statistics: application of the χ2 -Pearson statistical criterion. After conducting experimental work, the significance of the differences between the experimental and control groups in terms of methodological competence is χ2 = 74.465 for teachers of the Russian language and χ2 = 58.329 for teachers of mathematics.This indicates a statistically significant positive shift in the development of methodological competence of teachers in the experimental group. Conclusion. The quality of students' academic results is largely determined by the quality of the methodological work organized in the reference school. An effective resource for improving the quality of learning outcomes is the identification potential of the regional educational quality assessment system and the management of methodological activities in the school district based on it.

A Comparative Analysis of Traditional and Modern Approaches to Assessment and Evaluation in Education

For tracking student progress and designing educational programs, assessment and evaluation are critical components of the process. Assessment is data collection to monitor students' development, while evaluation analyzes this data to make informed educational choices. To enhance educational results, practical and effective assessment and evaluation techniques must be applied. These strategies enable instructors to discover and customize instruction by identifying each student's strengths and limitations. This article compares classic and modern assessment and evaluation methodologies to draw implications for educational policies and practices. The research employs a systematic literature review to analyze data gathered from diverse fields. Efficiency, appropriateness, scalability, inclusivity, technology integration, and stakeholder acceptability are critical factors in comparing assessment and evaluation approaches. These parameters were used to analyze the benefits and drawbacks of each strategy. Traditional approaches, for example, have been proven insufficient in expressing individual characteristics since they are ubiquitous and uniform. Modern approaches stand out for their ability to meet student demands and adapt to diverse circumstances. The broad use of these modern procedures, however, is much more complicated than the simply adaptable traditional methods. According to the study's results, current and traditional assessment and evaluation methods have common themes such as purpose, quality assurance, involvement, ethics, and continual development. Traditional approaches, on the other hand, remain more summative, but novel methods concentrate more on student growth via formative strategies and ongoing feedback. Furthermore, novel methods provide flexibility, technology integration, and inclusion, while conventional methods may be restricted to a specific format. Modern methodologies reflect technology's growing importance in education and provide substantial opportunities to build engaging and attractive learning environments. Traditional techniques, on the other hand, emphasize academic knowledge and memory abilities while ignoring practical applications. Assessments that involve problem and project-based learning, as well as real-world situations, are prioritized in modern techniques. Consequently, integrating traditional and contemporary assessment and evaluation methodologies is recommended and will result in a more effective and inclusive educational assessment system. This research on the applicability and efficacy of assessment and evaluation methodologies provides for the exploration of new educational approaches and techniques, as well as the chance to assess current practices and make suggestions for implementation.

Overview of Brazilian Higher Education: The Perspective of the Civil Engineering Program

This scientific article proposes an enhanced analysis of Higher Education Institutions (HEIs) in Brazil, focusing on Public HEIs (Federal, State, and Municipal) and Private HEIs (Community-based, Confessional, Philanthropic, and for-profit). The adopted approach stems from a meticulous historical analysis of face-to-face Civil Engineering courses, considering the various intermediary regions in Brazil. The study is based on data from the National Higher Education Assessment System (SINAES), the Higher Education Census, as well as demographic and territorial data provided by IBGE, and information from CONFEA. The theoretical framework of this article is grounded in the essential concepts of Brazilian Higher Education, Higher Education Institutions, the National Higher Education Assessment System, Civil Engineering Courses, and the Civil Construction Industry. A relevant factor incorporated into this analysis is the impact of territory, encompassing not only physical and environmental characteristics but also cultural and infrastructural issues.

SF-TMN: SlowFast temporal modeling network for surgical phase recognition.

Automatic surgical phase recognition is crucial for video-based assessment systems in surgical education. Utilizing temporal information is crucial for surgical phase recognition; hence, various recent approaches extract frame-level features to conduct full video temporal modeling. For better temporal modeling, we propose SlowFast temporal modeling network (SF-TMN) for offline surgical phase recognition that can achieve not only frame-level full video temporal modeling but also segment-level full video temporal modeling. We employ a feature extraction network, pretrained on the target dataset, to extract features from video frames as the training data for SF-TMN. The Slow Path in SF-TMN utilizes all frame features for frame temporal modeling. The Fast Path in SF-TMN utilizes segment-level features summarized from frame features for segment temporal modeling. The proposed paradigm is flexible regarding the choice of temporal modeling networks. We explore MS-TCN and ASFormer as temporal modeling networks and experiment with multiple combination strategies for Slow and Fast Paths. We evaluate SF-TMN on Cholec80 and Cataract-101 surgical phase recognition tasks and demonstrate that SF-TMN can achieve state-of-the-art results on all considered metrics. SF-TMN with ASFormer backbone outperforms the state-of-the-art Swin BiGRU by approximately 1% in accuracy and 1.5% in recall on Cholec80. We also evaluate SF-TMN on action segmentation datasets including 50salads, GTEA, and Breakfast, and achieve state-of-the-art results. The improvement in the results shows that combining temporal information from both frame level and segment level by refining outputs with temporal refinement stages is beneficial for the temporal modeling of surgical phases.

A systematic review of educational online peer-review and assessment systems: charting the landscape

Over the past two decades, there has been an explosion of innovation in software tools that encapsulate and expand the capabilities of the widely used student peer assessment. While the affordances and pedagogical impacts of traditional in-person, “paper-and-pencil” peer assessment have been studied extensively and are relatively well understood, computerized (online) peer assessment introduced not only shifts in scalability and efficiency, but also entirely new capabilities and forms of social learning interactions, instructor leverage, and distributed cognition, that still need to be researched and systematized. Despite the ample research on traditional peer assessment and evidence of its efficacy, common vocabulary and shared understanding of online peer-assessment system design, including the variety of methods, techniques, and implementations, is still missing. We present key findings of a comprehensive survey based on a systematic research framework for examining and generalizing affordances and constraints of online peer-assessment systems. This framework (a) provides a foundation of a design-science metatheory of online peer assessment, (b) helps structure the discussion of user needs and design options, and (c) informs educators and system design practitioners. We identified two major themes in existing and potential research—orientation towards scaffolded learning vs. exploratory learning and system maturity. We also outlined an agenda for future studies.

Development of a Multimedia-Based Psychological Education Assessment System for Higher Education Institutions

Mental health education in colleges and universities has made considerable progress, but the existing assessment model still faces challenges in terms of time overhead and rank indicators. In response, this paper proposes a new psychological education assessment model for colleges and universities, based on multimedia feature extraction techniques. The proposed model utilizes word vectorization with Word2vec and an improved transformer network, incorporating deeply separable convolutions and an LSTM network to establish long-range dependency coding. Experimental results show that the proposed model outperforms traditional feature extraction methods in terms of extraction speed, feature readability, and model efficiency. Furthermore, the study suggests that the use of reinforcement learning can improve the system's ability to capture key concepts and enhance accuracy. The proposed approach has significant implications for improving mental health education in colleges and universities and can be applied to similar professional environments.

The development and training effect of innovative undergraduate dental talents training project: A 6-year retrospective study.

To summarize the development of Innovative Undergraduate Dental Talents Training Project (IUDTTP) and investigate the training effect of this extracurricular dental basic research education activity from 2015 to 2020 to obtain educational implications. The Guanghua School of Stomatology established the IUDTTP in 2015. The authors recorded the development process and analysed the participation situation, training effect, academic performance and overall satisfaction during 2015-2020 through documental analysis, questionnaire and quiz. The t-test, chi-square test and ANOVA were used to test the difference. The educational goal, education module and assessment system of IUDTTP evolved and developed every year. A total of 336 students and 79 mentors attended the IUDTTP from 2015 to 2020, with the participation rate increasing from 45.1% to 73.5%. The participants exhibited favourable basic research abilities, manifesting as the increase of funded projects and published papers and satisfying quiz scores. Almost all students (94.94%) admitted their satisfaction with the IUDTTP. Moreover, the attended students surpassed the non-participants in terms of GPA, the number of acquired scholarships and outstanding graduates (p < .05). Likewise, the enrolment rate of postgraduate participants was significantly higher than non-participants. To date, the training effect indicated that the IUDTTP has fulfilled the education aim. It brought positive effects on promoting research interest, cultivating research capacities and enhancing academic performance. The potential deficiencies of extracurricular educational activities, including inflexibility in schedule and insufficiency in systematisms, may be remedied by more systematic educational settings in the future.

Toward enhanced competence acquisition in clinical practice: implementing blended learning for physical therapy students

BackgroundThe curricular changes in educational activities, teaching methodologies, and assessment systems brought about by the COVID-19 closure, which restricted attendance in curricular practices, required adjustments. However, the impact of these curricular adaptations on the acquisition of competencies in the clinical context has not been sufficiently explored.ObjectiveThe objective of this study was to assess the potential impact on the expected learning outcomes in the Basic Manual Therapy course following curricular adaptations made during the COVID-19 lockdown. We specifically must be focused on acquiring competencies related to the clinical domain, including clinical practice, medical history, and reflective journaling during clinical practices. We aimed to compare these experiences with those of students who did not undergo any adaptations in the previous academic year.MethodsThis is a retrospective cohort study in a sample of physical therapy university students, conducted in accordance with Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) guidelines. We divided students into two groups based on when they enrolled: the ‘non-exposed group’ (NE), which includes those who finished the Basic Manual Therapy course in 2018–2019 and Clinical Stays I in 2019–2020, and the ‘exposed group’ (E), consisting of students who completed the Basic Manual Therapy course in 2019–2020 and later took part in Clinical Stays I during 2020–2021.ResultsA total of 282 students were included in the study. The results indicated that the curricular adaptations implemented for the Basic Manual Therapy [U(E Mdn = 7.7000, NE Mdn = 7.7000) = 9,286, z = −0.546, p = 0.585] and Clinical Stays I subjects [U(E Mdn = 8.5900, NE Mdn = 8.4700) = 9,600, z = −0.078, p = 0.938] did not have a statistically significant impact on the acquisition of competencies and learning outcomes when comparing the two groups. Most differences between groups were observed in reflective journaling marks [U(E Mdn =8.300, NE Mdn = 8.000) = 7770.5, z = −2.796, p = 0.005] and Student Progress item of this Reflective Journaling [U(E Mdn = 9.000, NE Mdn = 8.000) = 7216.5, z = −3,668, p = 0.000], favoring the E cohort. In both groups, a low and positive correlation was found between the ordinary BMT mark and the ordinary CS I mark [Rho (E = 0.206, NE = 0.170), p &amp;lt; 0.05].ConclusionWhile this study has certain limitations, the findings highlight that the non-face-to-face curricular adjustments implemented during the COVID-19 pandemic, as a substitute for in-person teaching, effectively prevented the pandemic from negatively impacting the acquisition of clinical skills. The activities designed in Basic Manual Therapy subject facilitated positive skill development in Clinical Practice for students in clinical physiotherapy stays, contributing to good learning outcomes, especially in the formulation of Clinical History and Reflective Journaling.

Analysis of the Effectiveness of the Assessment and Evaluation System in Higher Education within the Environment of Okmin University

This research aims to conduct an in-depth analysis of the effectiveness of the assessment and evaluation system in higher education within the environment of Okmin University. With the dynamic growth in the field of higher education, it becomes crucial to evaluate the extent to which the current assessment system achieves its evaluative goals. The research methodology employed is descriptive analysis and mapping of the existing assessment structure. This study explores the clarity of assessment objectives, the alignment of assessment tools with expected competencies, and the level of stakeholder engagement in the evaluation process. Data were collected through interviews, surveys, and document analysis. The analysis results identified the strengths and weaknesses of the current assessment system, providing a better understanding of its implementation at Okmin University. The findings of this research offer valuable insights to enhance the effectiveness of the assessment and evaluation system in higher education within the university environment. The practical implications of this research can support the development of policies and best practices in improving the quality of higher education at Okmin University.

Reforming Assessment Methods: Addressing the Gaps in Pakistan's Education System

Introduction: Present article discusses the current assessment modalities in Pakistan's educational context, highlighting gaps and issues, and provides a framework for improvement based on existing evidence. Methodology: The study reviews Literature as primary sources to identify major concerns in the educational assessment system. Key issues include an over-reliance on end-of-year assessments that reward memorization, and a lack of formative assessments critical for providing feedback and informing instructional methods. Results/Findings: Findings reveal that many educators lack proper training in modern assessment techniques. This deficiency, coupled with the general shortcomings of the educational system, hampers effective student evaluation and progress. Future Direction: The article recommends promoting formative assessments for feedback, implementing long-term professional development programs to enhance teachers’ assessment literacy, and encouraging project-based learning. Additionally, the use of technology-based tests is advocated to make assessments more effective and useful, helping to address learning gaps among different student groups.

A System to Ensure Information Trustworthiness in Artificial Intelligence Enhanced Higher Education

Aim/Purpose: The purpose of this paper is to address the challenges posed by disinformation in an educational context. The paper aims to review existing information assessment techniques, highlight their limitations, and propose a conceptual design for a multimodal, explainable information assessment system for higher education. The ultimate goal is to provide a roadmap for researchers that meets current requirements of information assessment in education. Background: The background of this paper is rooted in the growing concern over disinformation, especially in higher education, where it can impact critical thinking and decision-making. The issue is exacerbated by the rise of AI-based analytics on social media and their use in educational settings. Existing information assessment techniques have limitations, requiring a more comprehensive AI-based approach that considers a wide range of data types and multiple dimensions of disinformation. Methodology: Our approach involves an extensive literature review of current methods for information assessment, along with their limitations. We then establish theoretical foundations and design concepts for EMIAS based on AI techniques and knowledge graph theory. Contribution: We introduce a comprehensive theoretical framework for an AI-based multimodal information assessment system specifically designed for the education sector. It not only provides a novel approach to assessing information credibility but also proposes the use of explainable AI and a three-pronged approach to information evaluation, addressing a critical gap in the current literature. This research also serves as a guide for educational institutions considering the deployment of advanced AI-based systems for information evaluation. Findings: We uncover a critical need for robust information assessment systems in higher education to tackle disinformation. We propose an AI-based EMIAS system designed to evaluate the trustworthiness and quality of content while providing explanatory justifications. We underscore the challenges of integrating this system into educational infrastructures and emphasize its potential benefits, such as improved teaching quality and fostering critical thinking. Recommendations for Practitioners: Implement the proposed EMIAS system to enhance the credibility of information in educational settings and foster critical thinking among students and teachers. Recommendation for Researchers: Explore domain-specific adaptations of EMIAS, research on user feedback mechanisms, and investigate seamless integration techniques within existing academic infrastructure. Impact on Society: This paper’s findings could strengthen academic integrity and foster a more informed society by improving the quality of information in education. Future Research: Further research should investigate the practical implementation, effectiveness, and adaptation of EMIAS across various educational contexts.

The New Order Of Web-Based Assessment System In Higher Education: A Study Of An Indian B-School

We used a mixed method and experimented with the features of the web-based online system Moodle applied in four management courses offering business economics courses with more than 400 students per trimester at Birla Institute of Management Technology (BIMTECH), Greater Noida, a premier private B-school in India. The study assesses Moodle, e-Mail, and a self-developed knowledge management system based on network address translation (NAT) platforms. The major contributions of this study are as follows: First, it adapts Moodle, an online learning management system (LMS) platform, for conducting web-based external examinations smoothly. Second, it compared the outcomes of three modes of external examinations, i.e., offline, online, and hybrid, and their relevance in the digital era. Third, it provides the option of a self-contained assessment tool for fair and better results. Thus, the innovative design saved the efforts of both teachers and students, demonstrating its future implications and effectiveness in higher education.

Analysis of the strategy implementation and learning effect influence of artificial intelligence technology in the digital education reform

Abstract With the continuous penetration of AI-enabled and the deep integration of education, digital education reform is facing the historical issue of transformation to intelligence. Artificial intelligence-enabled digital education reform involves utilizing the core competencies of AI technology, and this study constructs a reform path for AI education by considering three aspects: educational intelligence links, teaching methods and assessment systems. This study suggests a teacher training path based on the competency model to support the implementation of AI digital education reform strategies, as teachers are the primary drivers of AI education reform. It also proposes specific methods for implementing education reform strategies from four aspects: digital education reform, educational pursuit, cultivation and continuity, and integration and collision. The regression coefficients of teacher development, AI strategies, and learning effectiveness were all significantly positive when the effects on learning effectiveness were analyzed, and all ps were less than 0.05. Meanwhile, implementing the AI education reform strategy in this paper resulted in an increase of 4.99 and 9.26 respectively in academic achievement and motivation, respectively, compared to the post-test mean of traditional education. The p-value on academic performance and motivation is less than 0.005. This paper’s AI digital education reform strategy effectively improves students’ learning effectiveness, promotes the integration and development of AI and education reform, and provides useful reference and inspiration for the construction of digital education reform.

Vinte anos do Sistema Nacional de Avaliação da Educação Superior – SINAES no Brasil: trajetória, princípios, dilemas e tendências

Abstract The main objective of this work is to promote a reflection on the twenty years of implementation of the National Higher Education Assessment System - SINAES, with a view to carrying out the historical rescue of its formulation and implementation context, in addition to discussing the evaluation principles, the characteristics, tensions, dilemmas and perspectives for the system. It was found that SINAES incorporated into its structure, over two decades, divergent evaluation visions and principles, which bring the evaluation closer to its objective and regulatory aspects. As trends, we see the weakening of institutional evaluation, in loco external evaluation, and of the system itself, as a basis for regulating the provision of higher education in the country.