Educational Evaluation Research Articles

Study on the Impact of Education Evaluation on Student Comprehensive Development and School Management

Education evaluation is related to the development direction of education, affecting the comprehensive development of students and the improvement of school management. After cross-century research, China's educational evaluation has a relatively rich theoretical experience, but the actual operation has been criticized, which fundamentally lies in the lack of professional practical exploration experience. From students 'comprehensive development and school management two dimensions of extensive research, on the basis of the analysis of influencing factors, put forward higher vocational education assessment to the diversification of evaluation subject, evaluation criteria, evaluation methods, evaluation content, to set up the students' self-confidence, stimulate learning motivation, promote students' all-round development and personalized development.

Quality evaluation of physical education in colleges and universities based on fuzzy logic

This study aims to evaluate the quality of physical education in colleges and universities by using the evaluation method based on fuzzy logic. First, summarize the basic concept of fuzzy logic and its application in the evaluation process. Then, a physical education quality evaluation index system covering teaching quality and students’ physical quality, teachers’ team construction, sports facilities and management is constructed. Then, the evaluation object and evaluation level are determined, and the specific evaluation results and ranking are calculated by fuzzy comprehensive evaluation model. In the empirical analysis, use the simulation data for model application and result analysis, and further find the problems existing in college physical education. Finally, in view of these problems, a series of improvement and optimization suggestions are put forward. This study shows that the evaluation method of physical education quality based on fuzzy logic can effectively reflect the diversity and complexity of education quality, and provide a practical evaluation tool for colleges and universities. At the same time, this study also provides a reference for other universities to help them better understand their own problems, so that they can take effective measures to improve. In addition, this method can be applied to other fields of education quality evaluation in the future, so as to provide more useful information for education reform and development.

Bibliometric and Network Analysis: Case Based Learning Model Based on Statistica Preneurship to Strengthen Data Analysis Ability and Resilience of Mathematics Students

Educators present complex cases in the form of realistic problem scenarios that are relevant to the topic studied in case-based learning. Case-based learning provides an opportunity to analyze content by first introducing core knowledge domains and encouraging students to search for other knowledge domains that may be relevant to the problem given in the case. The learning theory underlying this research is constructivist learning theory. Learning Model Development can be interpreted as the development of new learning models or modification of existing learning models. The development of new learning models aims to increase the effectiveness and efficiency of the learning process. Statisticspreneurship as one of the integration factors in this research, is used with the consideration that statistics is an important and useful science in various fields, such as economics, social, education, health, technology or the environment. Statistics can help in making rational and data-based decisions. Statistics can also help in developing more advanced and innovative science and technology. Evaluation of entrepreneurship education can be carried out using various methods and indicators, such as knowledge or skills tests, attitude or behavior surveys, product or service portfolios, or case studies of success or failure. The evaluation results can be used to develop entrepreneurship education in a sustainable manner. Another integration factor in this research is student resilience. A key aspect of student resilience is the perception of academic stress and coping strategies. This study also found that problem-focused coping, emotion focused coping, and social support were positively related to academic resilience, while problem-solving coping in the form of avoidance was negatively related to academic resilience.

Research on the Evaluation of Ideological and Political Education in Higher Education Curriculum Based on BSC Balanced Scorecard

Research on the Evaluation of Ideological and Political Education in Higher Education Curriculum Based on BSC Balanced Scorecard

Research on Educational Evaluation Paths under the Perspective of Game-based Learning

Research on Educational Evaluation Paths under the Perspective of Game-based Learning

How Do Secondary-School Teachers Design STEM Teaching–Learning Sequences? A Mixed Methods Study for Identifying Design Profiles

AbstractDue to the increasing presence of the Science, Technology, Engineering, and Mathematics (STEM) education paradigm in Spain, many teachers have embarked on the design of specific Teaching–Learning Sequences (TLS) to be implemented in schools. Understanding the views and perceptions about STEM that take shape in specific teachers’ designs should enrich the way in which STEM education is designed based on a more focused approach. This study aims to characterise how secondary school teachers from Catalonia (Spain) design STEM TLS, to identify specific design profiles that can be related to different understandings of STEM education based on a mixed-method analytical approach. We collected 345 canvases from teachers participating in a national STEM education training programme, outlining STEM TLS. The canvases were analysed with an assessment rubric consisting of 8 instructional components (Interdisciplinarity, STEM practices, Information and Communications Technology tools, Formalisation, Openness, Alignment, Authenticity and Values). We identified patterns in teachers’ designs while implementing a hierarchical cluster analysis of the results, obtaining 6 different clusters of 39, 36, 66, 49, 90, and 65 TLS, respectively. The diverse components prioritised or balanced in each cluster suggest how STEM education can be conceived of differently by participating teachers through the lens of component analysis. While authenticity appears to be a major force in the clustering process, direct relationships between components can be found (i.e., between Formalisation and Alignment), as well as inverse relationships (i.e., between Openness and Practices). These findings provide important clues to understand STEM TLS design and recognise the rubric and the cluster definition as powerful tools for teacher training and evaluation in STEM education.

Prospects and epistemic challenges for using Chat Generative Pre-trained Transformers in higher education evaluation

Prospects and epistemic challenges for using Chat Generative Pre-trained Transformers in higher education evaluation

The effects of private and social incentives on students’ test-taking effort

Despite widespread educational reforms, the challenge of students’ suboptimal academic effort persists across numerous countries. We investigate the role of private and social incentives on test performance in real, low-stakes test settings. We implemented a multifaceted incentive program for three cohorts of Grade 7 students participating in a low-stakes national standardized test in Australia. Results indicate that incentives can improve test performance. Our experimental design ensures that performance gains are attributable to increased test-taking effort only. Performance gains in three subject domains are measured against a baseline domain with no incentives in a within-student design. Although the private incentives that targeted individual performance elicited larger improvements than a social incentive targeting group outcomes, the latter proved more cost efficient. Our intervention suggests valuable strategies to enhance assessment of student performance that may be biased due to suboptimal effort, especially in low-stakes scenarios that are often employed for educational policy evaluation.

Metaverse Solutions for Educational Evaluation

This study aims to give a comprehensive overview of the application of the metaverse in educational evaluation. First, we characterize the metaverse and illustrate how it can support educational evaluation from the perspectives of virtual reality, augmented reality, and blockchain. Then, we outline the metaverse exploration framework and summarize its technical advantages. Based on this, we propose a metaverse-based implementation scheme to address the issues of reliability, accuracy, and credibility in educational evaluation. Finally, we show its implementation difficulties, performance evaluation, and future work. This proposed scheme opens up new research directions for the reform of educational evaluation while expanding the potential and reach of metaverse applications in education. We think that this study can help researchers in building an ecosystem for educational evaluation that is trustworthy, equitable, and legitimate.

An interactive data-driven multiple-attribute decision-making technique via interval-valued intuitionistic fuzzy sets for teaching quality evaluation in higher education

Improving the quality of higher education teaching is a systematic project. The improvement and formulation of relevant laws, regulations, and measures at the macro level are the minimum and specific requirements for the overall private universities, and are the basic guarantee for controlling the healthy and orderly development of universities. At the micro level, school management needs to focus on two aspects: leadership level construction and teacher level construction. Only by scientifically controlling the above issues and comprehensively considering them can the persistent problem of low teaching quality be fundamentally and gradually solved. In short, the construction of the quality assurance and evaluation system for higher education teaching in China is still in the initial stage of development. Therefore, universities should start from the guarantee and evaluation system to promote the construction of teaching process monitoring and evaluation systems, and improve the level of education and teaching quality on the basis of highlighting higher education teaching reform and research. The teaching quality evaluation of higher education in the era of artificial intelligence is a MADM. In this study, in light with interval-valued intuitionistic fuzzy Hamacher interactive hybrid weighted geometric (IVIFHIHWG) technique and induced OWG (I-OWG) technique, the induced IVIFHIHWG (I-IVIFHIHWG) technique is administrated. Then, the I-IVIFHIHWG technique is exploited to manage the MADM under IVIFSs. Finally, the numerical example for teaching quality evaluation of higher education in the era of artificial intelligence is exploited to verify the I-IVIFHIHWG technique. Thus, the main research contributions are administrated: (1) the I-IVIFHIHWG technique is administrated in line with the IVIFHIHWG and I-OWG technique; (2) the I-IVIFHIHWG technique is exploited to manage the MADM under IVIFSs; (3) the numerical example for teaching quality evaluation of higher education in the era of artificial intelligence and some comparative studies were exploited to verify the I-IVIFHIHWG technique.

Development of the Evaluation of Teaching Performance in Basic Education

The evaluation of teaching performance is a process of reflection and improvement that provides the necessary mechanisms for teachers to improve the quality of education. The purpose of this study is to analyze the development of teacher performance evaluation in elementary education. The study method used was argumentative criticism based on an analysis of the literature on the subject. Thus, the approach (introduction), development (arguments), and conclusions are presented. As a conclusion, it has been obtained that the evaluation of teaching performance allows the optimization of resources and instruments in teaching practices. In this sense, it helps teachers to make decisions to improve their teaching.

Assessment and Evaluation in Higher Education – The Case of Greek University Students

Assessment, in the context of the educational process, is a necessary condition, since through it improvement of the educational work is achieved, with the aim of improving the education provided and, ultimately, students’ progress. In this paper, postgraduate students’ opinions regarding their assessment during their undergraduate studies are explored. From their answers, it can be concluded that assessment is a complex and multifactorial process for them since the elements that influence its application are many and varied. Postgraduate students consider the application of assessment beneficial because it contributes to the development and cultivation of their personal skills, but they emphasize that specific conditions, techniques, and methods should be applied for its results to be objective and impartial.

A New Model for Teaching and Learning: The Informed Learner in Physical Education Model

There has been a continuous focus on developing quality physical education (PE) experiences that empower students to understand movement and engage in physical activity. This article describes a pedagogical approach that was developed to assist the PE student in understanding more about their own and others’ physical activity capacities. This new instructional approach, which is grounded in scientific methods, is called the Informed Learner in Physical Education (ILPE). The ILPE was developed to provide teachers with a pedagogical approach to facilitate meaningful learning and empower students within PE with the overarching goal of students becoming “informed learners of and about movement and physical activity.” Within the ILPE there are four features: (1) Activity Context and Educational Focus, (2) Inquiry Question, (3) Investigation, and (4) Evaluation and Articulation of Findings. These features and teacher considerations are discussed to assist PE teachers in the design and implementation of an ILPE experience.

Modified TODIM-TOPSIS technique for type-2 neutrosophic number multiple-attribute decision-making and applications to innovation and entrepreneurship education evaluation in vocational colleges

Innovation and entrepreneurship education is an important component of cultivating the comprehensive quality of college students and an important force in promoting economic and social development. Meanwhile, due to changes in the social environment and economic structure, traditional university education is no longer able to meet the needs of contemporary society. Therefore, innovation and reform of innovation and entrepreneurship education for college students are urgent. Innovation and entrepreneurship education for college students needs to keep up with the times, constantly update concepts and techniques, in order to adapt to the ever-changing social and economic environment. The innovation and entrepreneurship education evaluation in the application-oriented vocational colleges is a multiple-attribute decision-making (MADM) problem. Recently, the TODIM and TOPSIS technique has been used to cope with MADM issues. The Type-2 neutrosophic numbers (T2NNs) are employed as a technique for characterizing uncertain information during the innovation and entrepreneurship education evaluation in the application-oriented vocational colleges. In this paper, the Type-2 neutrosophic number TODIM-TOPSIS (T2NN-TODIM-TOPSIS) technique is implemented to solve the MADM under T2NNs. Finally, a numerical case study for innovation and entrepreneurship education evaluation in the application-oriented vocational colleges and several comparative analysis is implemented to validate the proposed T2NN-TODIM-TOPSIS technique. The main research contribution of this paper is managed: (1) the TODIM and TOPSIS technique was enhanced with T2NNs; (2) Entropy technique is enhanced to manage the weight values with T2NNs. (3) the T2NN-TODIM-TOPSIS technique is founded to manage the MADM with T2NNs; (4) Algorithm framework for innovation and entrepreneurship education evaluation in the application-oriented vocational colleges and several comparative analysis are constructed based on one numerical example to verify the effectiveness of the T2NN-TODIM-TOPSIS technique.

A Synthesis of Best Practices for Engineering Skill Self-Efficacy Measures: Towards Improved Evaluation of Computer-Aided Design Education

Self-efficacy is a concept that refers to one’s belief in one’s ability to complete tasks and achieve goals, and literature has shown it is correlated to student retention and success in engineering education settings. Task-specific self-efficacy measures can be used in engineering contexts to evaluate student confidence in specific skills, which educators can use to evaluate learning impacts in their classrooms. This work seeks to support the creation of these tools by presenting a structured literature review consolidating existing work on the creation of skill-specific self-efficacy measures, predominantly within engineering. An example of how instructors might use these learnings is then provided by explaining application of these findings in the context of the creation of a Computer-Aided Design self-efficacy measure. By summarizing key learnings around the development of engineering skill-specific self-efficacy measures, we hope to enable engineering education researchers and educators to conduct more comprehensive evaluation of educational interventions.

Feasibility and evaluation of high-fidelity simulation education for acute clinical toxicology.

To prepare medical students appropriately for the management of toxicological emergencies, we have developed a simulation-based medical education (SBME) training in acute clinical toxicology. Our aim is to report on the feasibility, evaluation and lessons learned of this training. Since 2019, each year approximately 180 fifth-year medical students are invited to participate in the SBME training. The training consists of an interactive lecture and two SBME stations. For each station, a team of students had to perform the primary assessment and management of an intoxicated patient. After the training, the students completed a questionnaire about their experiences and confidence in clinical toxicology. Overall, the vast majority of students agreed that the training provided a fun, interactive and stimulating way to teach about clinical toxicology. Additionally, they felt more confident regarding their skills in this area. Our pilot study shows that SBME training was well-evaluated and feasible over a longer period.

Exploring The Interaction Between The Culture of Sexual Modesty and Sex Education in China: Balancing Traditional Values With Modern Needs

The purpose of this paper is to explore the influence of sexual modesty on sex education in China and to deeply study the shaping of sexual modesty on the content, method, and effect of sex education by analyzing the interaction between cultural tradition, social attitude, parental education, and educational practice. It is found that the concept of sexual modesty in Chinese society has influenced the content selection, teaching methods, and educational effect evaluation of sex education to some extent. Through theoretical analysis, literature review, and empirical research, this paper aims to provide in-depth insight and suggestions for developing sex education in China. The conservative underpinnings of Chinese culture have historically engendered a hesitancy to address sexual topics openly. Nonetheless, the evolving society necessitates a more comprehensive understanding of human sexuality. Balancing these two paradigms, the content of sex education can be expanded beyond traditional bounds, accommodating both enduring values and contemporary needs. Novel pedagogical methods, fostering interactive and participatory learning, could effectively transcend the restraint imposed by sexual modesty, enabling students to engage in informed discussions and develop healthy perspectives. Furthermore, evaluating the efficacy of sex education mandates a nuanced approach that amalgamates deeply ingrained beliefs with modern ideals. By harnessing theoretical analyses, comprehensive literature reviews, and empirical investigations, this study strives to furnish invaluable insights and pragmatic recommendations that can reshape the trajectory of sex education in China. This inclusive approach, informed by cultural wisdom and tailored to modern contexts, promises to cultivate well-rounded individuals capable of navigating their sexual journeys with knowledge and confidence.

Social Variables and Maladaptive Behaviours among Secondary School Students in Akwa Ibom State, Nigeria

The study examined Social variables and Maladaptive behaviour of public senior secondary school students in Akwa Ibom State, Nigeria Three research questions were formulated and three hypotheses were stated in their null form and tested with appropriate statistics at a .05 level of significance. The descriptive survey design was adopted for the study. The population of the study comprised 54,216 senior secondary two (SS2) students in all 235 public secondary schools in Akwa Ibom State, Nigeria. Nwana’s sampling formula was used to select 20% of students from nineteen (9) public secondary schools. The researcher made use of a questionnaire entitled (FVSDBTQ) to obtain data from respondents. The instrument was validated by experts in the sociology of Education and Measurement and Evaluation from the Department of Educational Foundations, Guidance and Counseling, University of Uyo, Uyo. Cronbach Apha analysis for internal consistency reliability of the instrument yielded a coefficient of .96. Research questions were answered using mean and standard deviation while the hypotheses were tested using independent t-test and ANOVA. The study revealed that social variables differ in terms of the maladaptive behaviour of secondary school students in Akwa Ibom State, Nigeria. The independent t-test and ANOVA of the hypotheses indicated significant differences in students’ maladaptive behaviour based on family discipline, family emotional climate and parent-child relationship. It was, therefore, concluded that social variables differ significantly based on students’ maladaptive behaviour in Akwa Ibom State, Nigeria. The researcher made some useful recommendations which include: parents should also take the discipline of their children seriously; parents should show a good example for their children to emulate and parents should also develop a healthy relationship with their children to help them develop good moral behaviour among other recommendations.

An examination of a values‐engaged, educative evaluation at the University of Puerto Rico at Humacao

AbstractExaminations of culture and cultural responsiveness within evaluations have gained traction, successes and challenges working with Latino/a/e communities have been well‐documented, and considerations for working with this community have been put forth. However, evaluation literature examining culturally responsive evaluation (CRE) and social justice approaches within Latino/a/e contexts is still relatively nascent. In this article, we reflect upon an evaluation of a project at the University of Puerto Rico at Humacao. We present three key lessons learned. (1) Having the right evaluation team is critical. There is a need for team members with evaluation expertise and cultures and lived experiences similar to those of the participants. (2) Developing an understanding of the context is an important and continuously evolving task. (3) Culturally commensurate instruments and reports are a non‐negotiable aspect of culturally responsive evaluation work within Latino/a/e communities. We conclude with actionable strategies when working in similar contexts.

Impact and process evaluation of a primary-school Food Education and Sustainability Training (FEAST) program in 10-12-year-old children in Australia: pragmatic cluster non-randomized controlled trial

BackgroundEnvironmentally sustainable food initiatives accompanying nutrition education, such as the Food Education and Sustainability Training (FEAST) program, have gained traction in school settings. The aim of this trial was to conduct an impact and process evaluation of FEAST, to evaluate its effect on children’s fruit and vegetable (F&V) intakes, and secondary outcomes: F&V variety consumed, nutrition knowledge, food preparation/cooking skills, self-efficacy and behaviours, food waste knowledge and behaviours, and food production knowledge.MethodsFEAST was a 10-week curriculum-aligned program, designed to educate children about healthy eating, food waste, and sustainability, while teaching cooking skills. It was implemented by classroom teachers, face-to-face and online, during COVID-19 school closures, in Australia in 2021. A custom designed survey was used to collect baseline and post-intervention data from students. Generalised linear mixed models (GLMM) estimated group differences in pre-post changes for primary and secondary outcomes. Surveys were also administered to students and teachers to evaluate intervention implementation.ResultsTwenty schools participated and self-selected to be either intervention schools (n = 10) or wait-list control (WLC) schools (n = 10). A total of 977, 5th and 6th grade children participated in the trial with a mean age of 11.1 years (SD ± 0.7). The FEAST intervention, compared to WLC, did not result in significant increases in primary outcomes nor secondary outcomes. The process evaluation revealed FEAST was well-received by students and teachers, but COVID-19 school closures hindered implementation fidelity with a less intense program delivered under the constraints of pandemic lockdowns.ConclusionsThis is the first cluster non-randomized controlled trial designed to independently evaluate FEAST in the primary-school setting. No evidence was found for improved F&V intakes in children, nor secondary outcomes. However, the positive process evaluation results suggest that further trials of the program are warranted. If implemented as originally designed (pre-pandemic), with increased duration and complemented by supporting school policies, such programs have the potential to improve children’s daily F&V intakes, cooking skills and food waste behaviours. This would support the Australian curriculum and contribute to: health promotion within schools and sustainable schools initiatives, the national agenda to reduce food waste and sustainable development goals.Australian and New Zealand Clinical Trials Registry[ACTRN12620001347954]- Registered prospectively on 14/12/2020.