Educational Evaluation Research Articles

Шинжлэх ухааны салбаруудын ангиллын шинэ үзэл баримтлал

It’s become necessary to consider the general classifications of the scientific field in order to organize fundamental issues such as educational contents, methodology and evaluation. When it comes to the new concept of classification of the branches of the sciences, there are two main groups: formal sciences and empirical sciences. This does not clash with the traditional classifications of both Herbert Spencer nor Charles Sanders Pierce. It can be seen through studies that this is the most suitable classification when it comes to the basics of philosophy of sciences. Mathematics and all branches of computer sciences falls under formal sciences while other sciences fall under empirical sciences. From a perspective of metaphysical view on the existence of all beings, formal sciences study an abstract concept system, while empirical sciences study a concrete concept system. From a perspective of epistemology, formal sciences are based on mental learning and empirical sciences are based on sensory learning. From a perspective of logic, formal sciences do analytic procedure and concludes a deduction while empirical sciences do synthetic procedure and concludes induction. From a perspective of the theory of knowledge, the outcome of formal sciences creates a priori knowledge while the outcome of empirical sciences creates a posteriori knowledge.

Formative and shared evaluation in school physical education: "a systematic review of recent experiences / publications / studies in Latin America

La evaluación en educación escolar representa gran desafío por las múltiples variables que intervienen en dicho proceso. En la asignatura de Educación Física el modelo tradicional de evaluación-calificación, orientado al rendimiento predomina, aunque se ha ido transformando a través de los años. El objetivo de la presente investigación es conocer y analizar los estudios existentes sobre evaluación formativa y compartida en Educación Física Escolar en países latinoamericanos. Utilizando el Protocolo PRISMA, se realizó una revisión sistémica de las bases de datos Dialnet, Scielo y Sportdiscuss. Los manuscritos seleccionados en el estudio son principalmente desarrollados en Brasil y los resultados se dividen en temas como: a) la construcción y utilización de instrumentos, b) la reflexión sobre la evaluación y c) la acción evaluativa en la clase de Educación Física.

Sustainable Development Goals (SDGs) and Quality Education: Critical Analysis of Hadith

Education is considered an important human right for all individuals. Research must be adapted to the social context of society and this is also the focus of the Sustainable Development Goals (SDGs), which emphasize the importance of quality education and supporting lifelong learning. Efforts to provide equal educational opportunities for all groups, regardless of gender, are recognized as an important step in advancing knowledge and supporting sustainable development. In this research, the library method is used to analyze various sources related to the SDGs, with the aim of supporting ongoing research efforts. The data collection technique used is documentation to verify the validity of the data, carry out interpretation and present concrete conclusions. Meanwhile, the data analysis technique is in the form of descriptive-analytical or context analytical, where researchers try to describe social phenomena that occur in the educational environment. Findings from research show that quality education is a key component in preparing future generations towards 2030. Based on the hadith, it states that to be able to achieve Quality education in realizing the SDGs requires an educational institution that is able to harmonize theory, practice and spirituality to balance the world and the hereafter. To achieve this, steps are needed to implement quality education, including; increasing access to education, quality of education and learning, adequate educational facilities, education financing, measurement and evaluation, lifelong education, and emphasis on education for sustainable development.

Effectiveness Research for Teacher Education

Causal evaluations in teacher education are rare. Underlying reasons include a lack of clearly defined treatments, a lack of research designs that can work in the context of teacher education programs, and a lack of resources for enacting these designs. This article provides a framework for how to fill these gaps. We first propose an approach to conceptualizing treatments and then describe two research designs suited to the needs of the field. Finally, we discuss resources key to advancing causal research in teacher education at scale.

ASPIRE for excellence in student engagement: Examples of how institutions operationalize a complex construct

Student engagement is a key contributor to educational programme quality. It is a complex construct often defined with the focus on student behaviors. However, a broader, more organizational approach takes into account the institutional context and how this can be structured to encourage and support students’ willingness and ability to become engaged. This paper includes suggestions for a student engagement system using key elements recognized in the literature and concrete examples from medical schools that achieved recognition in the ASPIRE-to-Excellence student engagement initiative. The examples from the ASPIRE participants demonstrate that the presence of certain key features creates a mutually beneficial collaborative approach between students and their institutions. This includes opportunities for students to formally engage in four domains touching on the breadth of student life, including institutional governance and policy-making, educational programme development and evaluation, participation in activities in the academic community, and participation in local community and international outreach. Based on an in-depth review of the information from three medical schools that recently received an ASPIRE-to-Excellence award in student engagement, it was possible to identify certain specific practices that individually and taken together allow an institution to demonstrate excellence in this complex construct. As an overarching concept, it was clear that student participation in each of these domain areas benefitted from a supportive institutional culture characterized by specific formal attributes and activities. Examples included codifying student involvement in governance through institutional policies; maximizing communication routes among students and between students and school administrators and faculty; and formalizing a participatory environment through missions statements or strategic plans. For programme planning, a helpful conceptualization is that a successful student engagement programme occurs when change is championed by all stakeholders within an institution and the organization supports a collaborative culture that includes students as active participants and partners.

Kualifikasi Penentuan Kelulusan dan Analisis Penilaian Pendidikan Melalui Kemampuan Peserta Didik

Graduate Competency Standards (SKL) and education evaluation criteria to determine student graduation. SKLs are the minimum standards that students must meet in order to be considered successful.The scope of SKLs covers the areas of knowledge, attitudes and skills according to the 2013 curriculum.Teacher factors, facilities and infrastructure affect the success of SKLs.The function of educational evaluation standards is to assess the ability of students based on the assessment carried out.The results of the assessment are used to develop learning.SKL performance is analyzed based on assessment results to determine student completeness.This article analyzes SKLs and educational evaluation criteria in determining school graduation.

Research on the Teaching Model of English Teaching Quality Evaluation under the Background of MOOC

In the context of informatization, online teaching is increasingly favored by people for its convenience and resource richness. Through the Open CourseWar (MOOC) platform, people can easily access learning resources and achieve efficient line length learning. However, currently MOOC online learning cannot provide targeted evaluation for the learning effectiveness of English learners, and there is relatively little research on online English quality assessment. Propose an intelligent MOOC online English teaching evaluation technology. Firstly, analyze the existing English teaching factors and construct a quality evaluation system for online English teaching using Principal Component Analysis (PCA) and expert evaluation method. Considering that the quality of English teaching is influenced by many factors, the evaluation of English teaching quality belongs to a complex nonlinear solving problem. Therefore, the advanced GA-RBF (Genetic Algorithm Radial Basis Function Neural Network, GA-RBF) model is adopted to solve the English teaching quality evaluation model. In teaching quality evaluation, BP and RBF are selected to participate in comparative testing of teaching quality evaluation. In the training loss test of multiple models, the GA-RBF model has the best convergence speed and training performance in the oral sample test, tends to converge after 270 iterations, with a loss value of 0.24. In the evaluation of English proficiency indicators, the BP model has a significant error in testing, with an error of 13 in the evaluation of reading ability scores. The error of RBF in reading ability score evaluation is 4, and the GA-RBF model performs the best. The reading ability evaluation error is 1, and the overall evaluation performance is the best. Through the above research, an intelligent method for evaluating the quality of English teaching is proposed, which will provide important technical references for MOOC online education evaluation and English teaching improvement.

Research, Science Identity, and Intent to Pursue a Science Career: A BUILD Intervention Evaluation at CSULB.

This paper presents an analysis of survey data to examine the association between participating in one of the National Institute of Health's (NIH) funded Building Infrastructure Leading to Diversity Initiative (BUILD) program and students' intent to pursue a career in science. Data were collected from students at California State University Long Beach (CSULB) to examine the effectiveness of the BUILD Scholars program. Both BUILD Scholars and non-BUILD students were surveyed. Propensity score matching was used to generate the non-BUILD comparison group. Multinomial logistic regression results revealed that students participating in the BUILD intervention were associated with significantly higher intent to pursue a career in science. Results also showed the importance of variables such as science identity and research participation when assessing interest in science careers. These findings have implications for STEM program evaluation and practice in higher education.

Unveiling fairness in scoring: a thorough method for precise cutoff score calculation in education assessment

PurposeThe purpose of this research is to address the need for a robust system to accurately determine a cutoff score by using the Angoff method and leveraging the Rasch infit and outfit statistics of item response theory by detecting and removing misfitting items in a test.Design/methodology/approachResearchers in educational evaluation support the use of grades as a complete measure to evaluate students’ overall academic performance. In higher education, determining cutoff scores is crucial for assessing academic progress and achievement. Higher education institutions worldwide set predefined minimal standards of success, sometimes referred to as cutoff thresholds. These thresholds serve as benchmarks for assessing performance quality and determining eligibility for academic credit or advancement.FindingsThe proposed approach combines the Angoff method with Rasch item fit statistics to precisely determine the cutoff score by excluding items that do not fit well (misfitting items) in a test. This methodology holds the potential to enhance the fairness and accuracy of grading practices, ensuring that assessments align with educational objectives and provide meaningful feedback to students.Originality/valueThe value of this research extends to various fields where cutoff scores are used for decision-making purposes. By using Rasch item fit statistics and the Angoff method, practitioners and researchers can enhance the quality and validity of their assessments.

Evaluation of Islamic Education: Multi, Inter, dan Transdisciplinary (Philosophical, Theoretical, and Practical)

Evaluation of Islamic Education: Multi, Inter, dan Transdisciplinary (Philosophical, Theoretical, and Practical)

Intelligent multiple-attributes decision support for classroom teaching quality evaluation in dance aesthetic education based on the GRA and information entropy

Abstract Dance education in colleges and universities is the most important means of inheriting dance skills, cultivating dance talents, and promoting the prosperity and development of dance art. In the new era, the country’s emphasis on “aesthetic education” has provided fertile policy soil for the development of dance majors in universities. Based on the spiritual and cultural needs of the people and the development needs of the national dance art, it is of great urgency for colleges and universities to explore the future oriented Chinese dance higher education and dance creation. Dance education and dance creation are closely linked and interdependent. In the process of Dance education, dance creation inspiration is stimulated. Dance creation and innovation inject new soul into Dance education. College Dance education should combine the two organically to promote the high-quality development of Chinese dance art. The classroom teaching quality evaluation in dance aesthetic education is classical multiple-attributes decision-making (MADM). The probabilistic hesitancy fuzzy sets (PHFSs) are used as a tool for characterizing uncertain information during the classroom teaching quality evaluation in dance aesthetic education. In this paper, we extend the classical grey relational analysis (GRA) method to the probabilistic hesitancy fuzzy MADM with unknown weight information. Firstly, the basic concept, comparative formula and Hamming distance of PHFSs are introduced. Then, the information entropy is used to compute the attribute weights based on the expected values and deviation degree. Then, probabilistic hesitancy fuzzy GRA (PHF-GRA) method is built for MADM under PHFSs. Finally, a practical case study for classroom teaching quality evaluation in dance aesthetic education is designed to validate the proposed method and some comparative studies are also designed to verify the applicability.

The “invisible light”: Tracing its journey from scientific history to physics teaching

The history of science in teaching has been the subject of much discussion, analysis, practices and educational evaluations in recent decades. The objective is to present an important historical process of physics in the 19th century and to discuss its use and contribution to the understanding of the electromagnetic spectrum. The first part of the work describes the main experiments that led to the confirmation of the existence of 'invisible light', that is, radiations in the infrared and ultraviolet range. The second part explores how one of the original experiments concerning infrared radiation can be used to demonstrate and discuss the existence of radiation outside the visible spectrum. The proposal of the work is that these two dimensions, the historical approach and the accomplishment of pertinent experiments, are concatenated in the didactic exploration of this important content: the meaning of the unified electromagnetic spectrum and its important applications in people's daily lives.

Exploration and Practice of Life Education Curriculum Based on Embodied Cognition Theory

In recent years, the suicide rate of adolescents has been increasing year by year, and life and health problems have become the most important in education. It is urgent to promote the construction of the curriculum of life education effectively. In view of the “vacuity” and “fragmented” state of traditional life education, this paper combs the teaching objectives, teaching contents, teaching methods, and teaching evaluation of life education from the perspective of embodied cognition theory, to explore the construction of positive experience of life education curriculum.

CIPP evaluation model in the educational evaluation: A literature study

CIPP evaluation model in the educational evaluation: A literature study

Eğitim Metodolojisinde Analitik Düşünmenin Ölçülmesi ve Değerlendirilmesine Yönelik Uygulama Çalışmaları

Measurement and evaluation activities are considered important in terms of determining the deficiencies and reviewing the goals by revealing to what extent the behaviors targeted for teaching have occurred, which ones have not occurred. Measuring and evaluating the analytical thinking skills of individuals is also considered necessary to determine which skills are missing in an individual and need to be improved. In addition to various initiatives to measure and evaluate students' analytical thinking skills and tendencies, many test development studies have been conducted. There are some difficulties in evaluating analytical thinking skills and tendencies. Researchers have pointed out problems associated with both the reliability and validity of existing measures. The measurement of analytical thinking skills with standardized tests cannot test all the dimensions and components of analytical thinking. At the same time, the use of these standardized tests does not provide sufficient contribution to the assessment and evaluation processes in the classroom. It is observed that the test development studies that started in the 1940s within the framework of analytical thinking measurement tools gained momentum especially in the 1980s. It is seen that the scales in question are designed in accordance with different goals and age levels; they focus on different dimensions and cognizers. Key Words: Educational Methodology, Analytical Thinking, Measurement, Evaluation and Application Studies

Application of video adaptive sampling based on soft computing in higher education evaluation and E-learning interactive environment

The level of teaching quality largely reflects the overall strength of universities and has a direct impact on the quality of cultivating high-quality talents. In this context, higher education institutions are constantly striving to explore innovative methods, but this diverse educational environment also brings challenges to the evaluation methods of teacher teaching quality. This article explores the application of video adaptive sampling in AI data analysis of university education evaluation based on soft computing technology. In order to solve the data sampling problem in university education evaluation, this paper proposes a video adaptive sampling method based on soft computing. In this paper, an E-learning virtual interactive system is designed, multimedia teaching materials matching the requirements of E-learning environment are created, tools suitable for E-learning virtual interactive environment are selected and integrated, soft computing technology is adopted, intelligent algorithms and data analysis methods are combined. By extracting and analyzing the key information in the video, the video sampling strategy is dynamically adjusted to realize the adaptive video sampling. Modeling the content characteristics of videos through fuzzy logic, and using genetic algorithms to optimize the sampling frequency and accuracy of videos. The experimental results indicate that the video adaptive sampling method based on soft computing can effectively improve the accuracy and efficiency of AI data analysis in university education evaluation. Compared with traditional fixed sampling methods, this method can dynamically adjust according to the characteristics of video content, reduce redundant data sampling, and improve the accuracy of data analysis.

APPLICATION OF INNOVATIVE TECHNOLOGIES IN THE PROCESS OF THEORETICAL AND PRACTICAL TRAINING OF FUTURE TEACHERS FOR PROFESSIONAL ACTIVITY IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT

The article substantiates that the formation of future teachers' readiness for inclusive education should take place in an organized educational process, subject to rethinking the technology of conducting all types of classes and the systematic use of innovative technologies. It is proved that the modern educational process is not only to provide knowledge, form professional skills and abilities of future specialists, develop their thinking, but also to teach them the forms, methods and means of independent knowledge acquisition. The professional training of higher education students becomes more realistic and purposeful when innovative rather than reproductive technologies are used. The content of technologies such as «case coaching», «e-coaching», «brainstorming», «online discussion », «master class» is revealed, the basis for which is the modeling of educational, quasi-professional, research and socially significant situations of professional activity in an inclusive educational environment, their discussion, analysis and evaluation, which allows future teachers to master the subject and social aspects of inclusive education, the system of relations and problems that are characteristic of the inclusive educational environment of an educational institution. The study focuses on the results of training future teachers for inclusive education, which depends on the environment of the educational institution, and the variety of pedagogical technologies (for example, technology strategy, modeling of pedagogical situations, technology for designing an individual correctional educational route, group work technologies, etc.), which are interrelated, can be revealed and combined in the hands of an experienced teacher, because the conditions for their use depend on many factors, and the constructive combination of Examples of the implementation of innovative technologies in the process of training future specialists for inclusive education in an educational institution are considered in detail.

Automatic question-answer pairs generation using pre-trained large language models in higher education

The process of manually generating question and answer (QA) pairs for assessments is known to be a time-consuming and energy-intensive task for teachers, specifically in higher education. Several studies have proposed various methods utilising pre-trained large language models for the generation of QA pairs. However, it is worth noting that these methods have primarily been evaluated on datasets that are not specifically educational in nature. Furthermore, the evaluation metrics and strategies employed in these studies differ significantly from those typically used in educational contexts. The present discourse fails to present a compelling case regarding the efficacy and practicality of stated methods within the context of higher education. This study aimed to examine multiple QA pairs generation approaches in relation to their performance and the efficacy and constraints within the context of higher education. The various approaches encompassed in this study comprise pipeline, joint, multi-task approach. The performance of these approaches under consideration was assessed on three datasets related to distinct courses. The evaluation integrates three automated methods, teacher assessments, and real-world educational evaluations to provide a comprehensive analysis. The comparison of various approaches was conducted by directly assessing their performance using the average scores of different automatic metrics on three datasets. The results of the teachers and real educational evaluation indicate that the assessments generated were beneficial in enhancing the understanding of concepts and overall performance of students. The implications of the findings from this study hold significant importance in enhancing the efficacy of QA pair generation tools within the context of higher education.

User interface design of context-input-process-product evaluation application based on weighted product

This study aimed to show the user interface design form of the <br /> context-input-process-product (CIPP) evaluation application based on weighted product as a measuring tool for the effectiveness level of blended learning in health colleges. This research approach was development research. The development model used was Borg and Gall. It focused on the design stage, initial trials, and revisions. The initial test of the user interface design involved 32 respondents. The tool for conducting it was in the form of a questionnaire, which contains 16 questions. The research was at the health colleges in Buleleng Regency. The data analysis technique of the initial test results was quantitative descriptive. It compared the percentage level of user interface design quality from the weighted product-based CIPP evaluation application with a quality standard which referred to a five scale. The results of this study indicated that the quality of the user interface design was relatively good. The research result’s impact on educational evaluation was new knowledge for pedagogic evaluators in maximizing the development of digital-based evaluation tools by integrating the decision support system method (weighted product) with the educational evaluation model (CIPP model).

Performance Evaluation in Higher Education – A Comparative Approach

Abstract Higher education stands as an essential base point in the current knowledge societies, shaping the way to sustainable growth and enhanced life quality. Literature recognizes higher education institutions as powerhouses which, through their own capabilities and partnerships, can champion innovation in a transformative way. Being widely praised for the transformative output they generate through the conducted operations, literature notes that when the educational process is defined by an outstanding quality and performance, multiple benefits arise for all the stakeholders involved. However, since quality and performance are very nuanced and volatile concepts, ensuring them in higher education necessitates a good understanding of the educational ecosystem as well as its ongoing monitoring. To encourage this aim, the selection of proper key performance indicators and the consistent implementation of performance appraisal actions have to be enacted so the end beneficiaries of the educational process and other stakeholders are provided maximal quality. As performance evaluation can be deployed by considering various indicators, higher education institutions need to carefully design, apply its steps and run follow-up actions to determine what is still to be improved.