Teaching Quality Monitoring Research Articles

Quality Monitoring of School Education and Evaluation Platform Based on Big Data

The Collection and analysis of quality monitoring data of Schools. I consider this data along with combination of effective and efficiency processing of big data and data interpretation, evaluation, and monitor the status of school education and construct a school education quality monitoring and evaluation platform. The platform is teaching centred with schools including system of collecting data, analysis of data, systematic data storage and other areas [1]. With the application of the school education quality monitoring platform, it is possible to understand the current scenario of the development of school education scientifically, and provide the good decision making to the schools administration department.

Government Expenditure and School Efficiency and Productivity Change: A Case of Public Primary Schools in Kenya

Education management is a more labor intensive process previously measured by level of school enrolment and education quality with low or no concern on productivity and efficient resource utilization. Trends in increasing government allocation to education sector demonstrate a positive impact on enrolment, education quality and efficiency levels determined in the study. However, there was a gap on how government expenditures impacted school technical efficiency in public primary schools. To determine schools’ technical efficiency and relative determinants; this study used data from the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) data which evaluated class six performance for 3 times periods (2000, 2004, 2012). In the analysis, Data Envelopment Analysis (DEA) and Two Stage Least Squares are applied. Results revealed that technical efficiency scores in 8 provinces were lower in 2004 compared to 1997 but increased in 2007 with productivity change exhibiting same trends. Input change for enrolment and school amenities affected overall output. Class-pupil and pupil–toilet ratio, distance from small town, dispensary, bookshop and secondary school as well as class type contributed negatively to efficiency scores. Class-book ratio, government expenditure, playfield availability and class numbers contributed positively to efficiency. The results showed that schools located near main road and library had positive relationship to level of efficiency. On policy, expenditures should be increased towards quality classes and more qualified teachers who are high determinants efficiency.

Assessing learning: How can classroom-based teachers assess students’ competencies in numeracy?

ABSTRACTThis paper examines a procedure measuring student competencies in numeracy using school-based assessments, and demonstrates how the procedure informs the school system on quality improvement. The sample consisted of 7648 students, attending three different types of urban schools including government, formal private and low cost private in poor informal settlements in Kenya. The numeracy tool measures six curriculum outcome areas. Each outcome area is defined by 2–11 measured items based on the emphasis given to an area in the curriculum. Within each of the outcome areas, items are also hypothesised to measure categories of the cognitive domain of learning. Using the Rasch, we examine the item difficulties, person location and differential item functioning. The paper provides important implications to provision of evidence to inform teaching in poor urban informal settlements in Kenya and this can also be replicated in other sub-Saharan African countries.Abbreviations: APHRC: African Population and Health Research Center; CTT: Classical Test Theory; DIF: Differential Item Functioning; ICC: Item Characteristics Curve; INMS: Infit Mean Square; IRT: Item Response Theory; PASEC: Programme d’Analyse des Systèmes Educatifs de la Confemen/ The Programme for the Analysis of Education Systems; QUEST: The interactive test analysis system (software); RUMM: Rasch Unidimensional Measurement Models (software); SACMEQ: Southern and Eastern African Consortium for Monitoring Education Quality; SSA: Sub-Saharan Africa

Reflections on Perfecting Teaching Quality Monitoring System in Secondary Medical Vocational Colleges

Teaching quality is an important component which constitutes secondary and higher medical colleges, at the same time teaching quality monitoring system is the key content of teaching quality. In the current, teaching quality system of many Chinese schools is comparatively inadequate and the construction of quality assessment is comparatively backward and unsystematic. This research made further exploration into the above question with effective scheme found question, among which finding effective scheme is the main method to guarantee the improvement and soundness of teaching quality monitoring system.

Assessment practices in Africa today

The 1990 Jomtien World Conference ‘Education for All’ and the 2000 World Education Forum in Daka encouraged governments in developing countries to shift their emphasis from measuring outcomes to establishing the extent to which their education systems could provide quality in education (Howie, 2012, p. 81). Within the global economy, governments are held responsible for providing adequate education. This increased political pressure has led to direct links between national economies and education. The purpose of this paper is to identify tensions found in the various types of literacy and numeracy assessments within Africa; from large international high-stakes testing to local classroom formative and summative assessments. Four high-stakes tests commonly found in Africa are discussed. They are: school-leaving exams which assess all subjects at Grade 12 level; Trends in International Mathematics and Science Study (TIMSS); The Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ); and, finally, the Progress in International Reading Literacy Study (PIRLS). I discuss four principles of summative and formative assessments based on the work of Johnston and Costello (2005, p. 256-265). They include: assessment as a social practice, minds in society, representation and interpretation and, lastly, practices of teacher assessments.

Construction of Teaching Quality Monitoring System in Departments of Application-oriented Undergraduate Medical University

Based on theory and practice in departments, this paper constructs a teaching quality monitoring system and running mechanism for closed-loop operation, which consists of quality evaluation, information feedback, control and guidance and so on, and which guarantees practice effect of teaching quality monitoring in departments. The circular monitoring system for teaching quality is elaborated.

The Relationships between Teacher Quality and Sixth Grade Students’ Mathematics Competencies in Kenya and Zimbabwe

Students should begin to engage in problem-solving and higher order thinking skills in mathematics in the early years of school in preparation for 21st-century technology and problem-solving competencies. Using the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ), this study examines the distribution of significant teacher quality factors related to sixth-grade students’ mathematics competencies across the regions of Kenya and Zimbabwe. The mathematics competencies range from Pre-numeracy to Abstract Problem Solving level. First, we use a multi-level regression model to analyze the relationships between teacher quality and students’ mathematics competencies to find out which teacher quality variables are important for the improvement in students’ mathematics competencies in the participating countries. We then illustrate the distributions of the teacher quality factors within the regions in Kenya and Zimbabwe. From the multilevel model analysis, the teacher quality factors related to students’ increase in mathematics competencies were teaching experience, mathematics competencies, and teachers’ academic qualifications. We observe that students taught by permanently employed teachers had lower math competencies and that the days spent by the teachers in professional development influence students’ mathematics competencies negatively. The distributions of these teacher quality factors that matter in sub-Sahara Africa are concentrated in the capital cities and particular regions in Kenya and Zimbabwe. Implications for policy and practice are discussed.

Experience of digitized reform with teaching quality in human parasitology

Teaching level is the core of teaching quality monitoring. Students' feedback to the quality ofteaching will help teachers to reflect and rectify the related factors of their teaching,so as to achieve the purpose of improving teaching quality. We have always insisted on doing this work. However, there are in-conveniences in the paper version of the survey: complicated preparations and operations, inconvenient storage, and labor and material costs. Combined with the actual situation in our department, we are trying to reform and explore the digital survey for teaching quality ofhuman parasitology. Teachers will put the issue on the network, students can evaluate it at anytime, anywhere, and the platform automatically orga-nize the information and quickly feed back to the teachers. The novel and effectiveway has been well re-ceived by students and teachers. Key words: Human parasitology; Teaching quality; Digitized reform

Construction of Security System of Flipped Classroom based on MOOC in Teaching Quality Control

As a new teaching mode that changes the traditional roles of teachers and students, flipped classroom is a classroom teaching form which is being explored in the teaching reform. In this paper, we study the teaching of the course based on MOOC, and explore how to use the course resources of MOOC to apply to the teaching of flipped classroom. On this basis, through questionnaire survey, the current situation of MOOC quality monitoring and guarantee in some universities are investigated. It is found that the quality standard of MOOC course construction is not perfect and the teaching quality monitoring and guarantee system is not perfect. In view of the existing problems, a quality monitoring and security system for flipped classroom based on MOOC is constructed.

Student satisfaction as an element of education quality monitoring in innovative higher education institution

Topicality of the research is confirmed by increasing student involvement into the educational process, when not only the academic staff and administration participate in the improvement of higher education institution’s activity, but also education customers – students. This adds a new dimension to the issue of monitoring education quality and student satisfaction with higher education. This issue echoes the ideas of M. Weber about the relationship between such components as cognitive motivation, personal development and student satisfaction with higher education. Besides, it is essential to focus on the approach of R. Barnet to defining the quality of education with the emphasis on a priority of development of an educational institution as the system that meets customers’ needs. Monitoring student satisfaction with education quality has become an integral part of the educational process not only in a number of European universities, which have used this monitoring for decades, but also in Russian universities, which are interested in education quality improvement. Leading universities in Russia, including Peter the Great St. Petersburg Polytechnic University, are implementing policies targeted at increasing student satisfaction with higher education quality. Education quality monitoring as a key element in the system of providing feedback to students contributes greatly to this process.

VET MODERNISATION ALIGNED WITH PRE-TECHNOLOGICAL AND OCCUPATIONAL PRE-HIGH EDUCATION

The article represents VET modernisation problem as pre-technological and occupational pre-high education. The aim is to ground innovative changes priority approaches in educational sub-systems aligned with Sustainable Development Strategy “Ukraine-2020”, Copenhagen Declaration, Bruges Communique, Torino Process etc. The article provides characteristics of educational trends emphasising technological education for senior high school students modernisation. Modern approaches on personalisation technological education, professional career guidance for schoolers are envisaged. It grounds the necessity for structural changes in schools based on cooperation with enterprises, VET schools and HEIs. It emphasises the need to modernize VET in accordance with modern economy and education trends. The increasing prestige mechanism for working professions and professional (vocational) education as a whole is revealed. The article defines VET’s aim and its organization-pedagogical conditions, namely: VET schools management decentralization; setting marketing services; implementing VET education quality monitoring system; multi-source financing etc. The specifics for transition to applied training model targeting a person’s needs, national and regional LMs are considered. The attention is drugged to broad use of dual education within employers’ engagement; setting flexible training entities for formal, in-formal and non-formal professional education programs realisation. It specifies the specifics of creating information-educational environments, inclusive education conditions in VET schools. It emphasises competence-based occupational, educational and assessment standards development, designing new hi-tech qualifications, creating a New occupations and professions register, including “green” ones. Inter-disciplinary approach for projecting socio-cultural component of VET content importance is outlined and the need for occupational pre-high education modernization is examined.

Application of information technology in clinical teaching quality control

Under the guidance of the teaching goal management philosophy, process and result quality of teaching task and its implementation are transformed into the goal scores of teachers, clinical departments and teaching research departments. Teaching administration departments regularly conduct targeted work inspection, collect relevant data for statistical analysis, feedback and request the corresponding improvement. In order to improve the efficiency of clinical teaching management and realize the seamless connection between clinical teaching management and clinical teaching, by combing the associations of clinical teaching, learning, management, information technology is used to establish the corresponding teaching work module. Meanwhile, by data analysis of clinical first-line teaching tasks and implementation process, the real-time information input and the summary statistics feedback output system of teaching, learning and management is established, so that the synchronization of teaching and teaching quality monitoring can be realized, teaching documents are normalized and paperless office can be achieved. Key words: Informatization; Objective management; Clinical teaching; Standard; Efficiency

Исследование эмоционально-психологического состояния школьников Томской области

In the framework of annual regional education quality monitoring in schools was a questionnaire survey of all students fourth grade of Tomsk region, the main aim of survey is to determine emotional and psychological state of students in diff erent situations of educational process.Within this work defi nition of the term “psychological climate” concerning the school students, who are in the educational organization and at home, has been studied and considered. Students were asked to complete a questionnaire describing diff erent situations, attitude to which it was necessary to evaluate, selecting one of the drawings refl ecting the emotional state: fun, sorrow, sadness. Survey of fourth-graders of Tomsk region was conducted by a continuous method, i.e. on all fourth-graders of the Tomsk region (10,942 people). As result of research, it was found out that emotional and psychological state of fourth-graders of Tomsk region is estimated as positive in diff erent situations. However, several problem factors of social and psychological climate, which has been created by participants of the educational relations, have been revealed.

発展途上国における教育の質に関する政策的調査の運営方法に関する一考察(IV 投稿論文)

発展途上国における教育の質に関する政策的調査の運営方法に関する一考察(IV 投稿論文)

The Reference and Enlightenment of E-Learning Course Evaluation Criterion in Taiwan Open University

Teaching quality is on the basis of the survival and development of colleges and universities, under the background of economic globalization, the internationalization of education and information technology, network education, remote teaching strongly promote the exchanges and cooperation between mainland and Taiwan higher education, promoting the ascension of education quality of teaching in colleges and universities worldwide, as well as to the college teaching quality management poses challenges, comprehensively improving the quality of higher education has become the governments at all levels, the focus of the whole society and the higher, the quality of teaching management in colleges and universities is a systems engineering, and exercise all-round monitoring the quality of talent training, needs the government, school, society, teachers and students participating and corresponding technical support to complete. This paper discusses the evaluation criteria of digital learning course, through the knowledge diffusion, communication and sharing, to find knowledge acquisition method and the information science and technology elements to rapidly change on course. By comparing Taiwan open university with Zhejiang Open University, try to find a reference to the digital education quality monitoring, and inspiration for the creation to Zhejiang Open University.

Relationship Between Big Data and Teaching Evaluation

The current teaching quality evaluation system has been difficult to adapt to the class in era of big data. Due to the limited amount of information, the limited sources, the current teaching evaluation is more of the result-based evaluation and empirical evaluation. Teaching evaluation of supervision is not only to distinguish the different teaching levels of teachers, more important is to understand the situation of teaching and learning, so as to develop personalized program to better achieve the training objectives. This requires that teaching evaluation is a formative evaluation. Network teaching will be the substitute for modern classroom teaching. Through the reflection on the teaching quality evaluation system, it points out the problems of the teaching quality evaluation system, analyzes the reasons and puts forward the suggestions to solve the problems. Construction of teaching quality monitoring platform and improving the teaching supervision of literacy is an effective way to make the teaching supervision from the experience to data type. It can be predicted that Web school will be a substitute for classroom teaching.

Hierarchical Linear Modelling of Sixth-Grade Students’ Socio-economic Status and School Factors On Mathematics Achievement: Case studies of Kenya and Zimbabwe

This study investigated the relationship between socio-economic status, school-level variables and mathematics achievement of sixth graders in Kenya and Zimbabwe. The study is based on secondary data collected by the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ III). SACMEQ employed cluster-sampling procedures to collect data from 4412 students in 193 schools in Kenya, and 3021 students in 155 schools in Zimbabwe. A multilevel model (Hierarchical linear model) was used to analyse variation in student achievement in mathematics between and within schools. Owing to the nested nature of the data, the study utilised the Wiley and Harnischfeger model as a general framework for choosing variables and conceptualising multiple components of education. The findings in both countries showed that socio-economic status and school resources were significant predictors of mathematics achievement. The variable class size n Kenya was positively related to mathematics achievement, but in Zimbabwe a negative and significant relationship existed between class size and achievement. In Kenya school type was positively associated with mathematic achievement, but in Zimbabwe no such association existed. Additionally, 25–30% of the variance in student achievement in mathematics in both countries is explained by differences between schools. These findings suggest a disparity in mathematics achievement between schools in both countries based on class size and school type. Stakeholders can use these findings to make policies that help establish parity across the schools.

Comparing the Role of Independent Quality Assurance System for Chinese and British Higher Education: Curriculum Standards and Monitoring Confusion

The curriculum of higher education is designed to reflect the overall objectives and process of university talents cultivation, and curriculum is also the ground for cultivating talents. The monitoring of the construction and implementation of the curriculum standards of Chinese and foreign universities is the starting point and the basis of the third party supervision and evaluation on the school work. Compared with the curriculum standards of Chinese and British curriculum standards, process and evaluation mechanism, China curriculum quality standard monitoring faces many problems. The curriculum quality standards are not in accordance with the personnel training objectives in curriculum of Chinese higher education, its outline structure conflict with its form, and also, the goals to be achieved and requirements are not specific enough. When using the existing curriculum standards to check or evaluate curriculum, the “third party” supervision often encounters the embarrassing situation of what curriculum standards is in the process. The “third party” power can help to improve the curriculum construction, evaluation and quality control. The establishment and improvement of the “third party” power of colleges and universities become the key to solve the problems and confusion in teaching quality monitoring.

Analysis of factors affecting pupil performance in Malawi’s primary schools based on SACMEQ survey results

The paper employs techniques of multilevel modelling and geographical information systems (GIS) on Malawi’s SACMEQ11SACMEQ stands for Southern Africa Consortium for Monitoring Education Quality. It is a consortium of 15 ministries of education in eastern and southern Africa. It undertakes integrated research and capacity building training in education policy, planning, quality, monitoring and evaluation. SACMEQ I, II, and III surveys were conducted in Malawi in 1998, 2002 and 2007 respectively. I, II and III data to identify factors affecting pupil performance in primary education of Malawi. The study reveals that in some districts pupils performed much better than others. Whilst in majority of cases the achievement levels of pupils were closely associated with the levels of inputs and services, there were some districts that did not demonstrate a positive correlation. The analysis further shows that pupils’ low socio-economic status, high pupil-teacher ratios and the more time head teachers spent in teaching other than on school management were more significant factors that negatively affected pupil performance.

The effect of HIV/AIDS awareness and support initiatives on the perceived risk of HIV infection among head teachers in Ugandan schools

ABSTRACTIn response to higher perceived risks of HIV infection in the education sectors, many sub-Sahara African countries have school- and community-based HIV/AIDS awareness (SCBHA) and school-based HIV/AIDS support (SBHS) initiatives. Using ordinal logistic and Rasch scaling, this study utilizes the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) data to predict the strength and direction of the associations between school- and community-based initiatives and the perceived risk of HIV infection reported by head teachers. Findings indicate SCBHA and SBHS significantly predict the odds of the perceived risk of HIV/AIDS infection. Sociodemographic and contextual factors confound some of the associations.