Evaluation Of Teaching Effectiveness Research Articles

The distribution of insufficient effort responses according to the methods of classifying and interpreting students’ evaluation of teaching effectiveness

PurposeThis study explores the distribution of insufficient effort responders according to methods of classifying students’ evaluation of teaching effectiveness in higher education. Five different methods were found in the literature to classify students’ evaluation of teaching effectiveness in higher education.Design/methodology/approachQuantitative research methodology was used to achieve the goals of this study. Data from a major public university was used through 20 five-point items that are designed to measure students’ evaluation of teaching effectiveness. The dataset that consisted of 26,679 surveys was analyzed. Detecting insufficient efforts responding was based on item response theory procedures.FindingsThe results show that insufficient effort responders are distributed differently to students’ evaluation of teaching effectiveness in higher education levels according to different methods of classifying these levels. The results of this study suggest using a percentage of students’ agreement of 4 or 5 for each item to classify SET levels and deleting IERs before interpreting SET results.Research limitations/implicationsAccording to the results of this study, it is recommended to research the relationships between IER and SET scores and students’ motivation to participate in evaluating teaching effectiveness.Practical implicationsAccording to the results of this study, it is recommended to:1– Exclude the IERs from the dataset before generating SET reports. 2– Use the percentage of 4 (agree) and 5 (strongly agree) satisfactions of SET items to classify and interpret SET results.Originality/valueReviewing the literature shows the absence of studies that explore the distribution of insufficient effort responders according to methods of classifying students’ evaluation of teaching effectiveness in higher education. The results suggest using a percentage of students’ agreement of 4 or 5 for each item to classify SET levels and deleting IERs before interpreting SET results.

Motivational factors and course difficulty as predictors of teaching evaluations: a study of U.S. undergraduates

ABSTRACT Student evaluations of teaching (SETs) are widely used in higher education to assess instructional effectiveness and inform faculty personnel decisions. However, the factors influencing SETs remain a topic of ongoing research. This study investigated the predictive role of students’ motivation-related perceptions, as conceptualised by the MUSIC model (eMpowerment, Usefulness, Success, Interest, and Caring), and course difficulty in explaining variability in course and instructor evaluations. Participants included 2,949 undergraduate students from 30 courses across various disciplines at a large public university in the United States. Hierarchical linear modelling analyses revealed that students’ perceptions of the MUSIC components were significant predictors of both course and instructor evaluations at the student and course levels. Perceived course difficulty was negatively associated with evaluations, but the effect was smaller compared to the motivation-related variables. The final models explained substantial proportions of variance in course (67.6%) and instructor (65.2%) evaluations at the course level. The findings highlight the importance of fostering a motivationally supportive classroom environment to enhance students’ perceptions of empowerment, usefulness, success, interest, and caring, which in turn, can lead to more favourable evaluations of teaching effectiveness. SETs should be used as a tool to inform instructors’ pedagogical decisions rather than for personnel evaluation. Limitations and future research directions are discussed, including examining the influence of student diversity on SETs and referencing more recent literature.

Research on the Ideological and Political Design and Implementation Path of Physical Education Courses in Colleges and Universities under the Background of the Construction of "Four New" Majors

This article takes the design and implementation of college physical education courses under the background of the "four new" construction as the perspective, is oriented towards the talent needs of new technologies, new business forms, new models, and new industries, and takes the education paradigm of "learning-centered" as the concept to construct a new model of ideological and political design and implementation of physical education courses in colleges and universities, and systematically proposes the mechanism system for the ideological and political design and implementation of physical education courses in colleges and universities. By using methods such as literature review and dialectical reasoning, it conducts a systematic study on the key teaching problems existing in the construction process of ideological and political demonstration courses for physical education courses. The research holds that there are problems in the construction of ideological and political demonstration courses for physical education courses in aspects such as the evaluation of curriculum goal attainment, the support of ideological and political resources for courses, the embedded integration of teaching models, and the adaptation and innovation of teaching methods. Comprehensively promoting the construction of ideological and political courses is to guide values into knowledge imparting and ability cultivation, and help students shape correct worldviews, outlooks on life, and values. The implementation of ideological and political education in physical education courses helps students achieve comprehensive development in addition to improving physical skills, so as to better adapt to social development. When implementing ideological and political education in physical education courses, it is necessary to highlight the characteristics of the courses, integrate ideological and political elements, clarify the design of teaching elements, optimize the combination of teaching models, and make good use of the evaluation of teaching effects.

The Implementation of a MOOC-Based Flipped Classroom Teaching Method in the Context of Oncology Radiotherapy Residency Training.

The objective of this study is to examine the efficacy of the flipped classroom blended teaching method in the context of massive open online courses (MOOCs) for implementing standardized training and teaching of residents in oncology radiotherapy. A total of 48 junior residents who received standardized training at the Oncology Radiology Department of Harbin Medical University Cancer Hospital between September 2021 and August 2023 were randomly divided into two groups-i.e., the research group (24 cases) and the control group (24 cases)-using the random number table method. The control group received conventional didactic training, whereas the research group participated in a blended learning approach based on the MOOC model. The assessment results, along with the evaluations of teaching effectiveness, self-learning ability, and teaching satisfaction questionnaires, were observed and compared for the two groups of students. Compared with the control group, the research group presented significantly higher scores on theoretical foundations, skill operation, and case analysis (P < 0.05). The research group also showed greater outcomes than the control group in terms of improved theoretical knowledge, problem-solving skills, self-learning ability, teamwork, and communication (P < 0.05). The students in the research group presented significantly higher scores on measures of self-motivation beliefs, task analysis, self-monitoring and adjustment, and self-evaluation than those in the control group (P < 0.05). The research group also demonstrated significantly higher levels of satisfaction than the control group in terms of improvements in learning interest and initiative, clinical thinking ability, problem-solving ability, team cooperation ability, and the level of radiotherapy target delineation (P < 0.05). The implementation of MOOC-based flipped classroom blended teaching was shown to have positive effects on the standardized training and teaching of residents in the field of oncology radiotherapy. This approach can undoubtedly enhance students' academic performance, problem-solving abilities, and self-learning aptitudes while effectively stimulating their learning interests and initiative. Therefore, MOOC-based flipped classroom blended teaching is a valuable candidate for clinical application and promotion.

The Teaching Effect Evaluation of Big Data Analysis in Music Education Reform

At present, the evaluation of the implementation effect of the music teaching reform project is a hot topic. This project establishes a teaching reform implementation effect evaluation model based on improving the accuracy of teaching reform plan effectiveness evaluation. This project first analyzes the current research status of the impact evaluation of the implementation of music education reform projects and builds a set of evaluation systems. The evaluation method of teaching reform plan implementation effect based on a ”big data-driven - support vector machine” was constructed. The simulation experiment verifies that this method can evaluate the implementation of the teaching reform plan well. The relative error of the evaluation results is small. It is practical in improving the effectiveness evaluation of the teaching reform plan. After verification, it is found that the research results of this project are feasible.

Innovative integration of the “W + Flipped Classroom” and “B + BOPPPS” teaching models for enhanced learning outcomes

BackgroundWith the demand for more effective and engaging teaching strategies in higher education, there is an imperative to blend traditional and innovative methods to optimize student learning outcomes. To address this educational need, this study sets out to design and evaluate a hybrid learning approach that integrates a flipped classroom based on working process systematization (termed “W + flipped classroom”) teaching design with blended online and offline methods based on the BOPPPS (bridge-in, objective/outcome, preassessment, participatory learning, post assessment, summary, termed “B + BOPPPS”) teaching model and explore its application effects in the field of biological separation engineering.MethodsThe undergraduate class of 2020 majoring in biomedical engineering from Huanghuai University was designated the control group (n = 74), while the undergraduate class of 2021 was chosen as the experimental group (n = 79). The control group received traditional teaching methods. The experimental group adopted the integrated “W + flipped classroom” and B + BOPPPS teaching models. After the conclusion of the teaching period, comparisons were made between the two groups in terms of course objective achievement, academic performance, and critical thinking skills. A survey was distributed to assess learning effectiveness. Semistructured interviews were conducted with teachers and students from the experimental group to evaluate teaching effectiveness.ResultsThe integrated “W + flipped classroom” and B + BOPPPS teaching models significantly improved the academic performance and critical thinking skills of the experimental group. The teaching evaluation revealed high levels of acceptance among both teachers and students, along with improved satisfaction with the teaching methodology.ConclusionThe integration of the “W + flipped classroom” teaching design with the “B + BOPPPS” teaching model provides a scientific foundation for future teaching reforms. This study serves as a valuable reference for implementing the OBE philosophy, enhancing learning outcomes, achieving engineering education accreditation, and cultivating high-quality applied talents in the field of bioengineering at applied universities.

Optimization Analysis of Chinese Language Teaching Curriculum Strategies under the Constraint of Parallel Network Behavior

In the era of informatization, the rapid development of network technology has brought unprecedented changes to the field of education. Especially in the field of Chinese language teaching, the introduction of network technology not only enriches teaching methods, but also greatly expands students’ learning perspectives. However, the openness and diversity of the online environment have also brought many challenges to Chinese language teaching. How to optimize Chinese language teaching curriculum strategies under the constraints of parallel network behavior has become an urgent problem to be solved in the current education field. Traditional evaluation methods often focus on the level of knowledge mastery of students, while neglecting their learning behavior and abilities in the online environment. Therefore, we need to establish a diversified evaluation system that includes students’ internet behavior, information literacy, innovation ability and other aspects in the evaluation scope, in order to comprehensively reflect their language literacy and learning level. This paper proposes a series of innovative and optimized strategies for Chinese language teaching courses in the online environment, including promoting the “reverse classroom” teaching mode, utilizing online resources for situational teaching, stimulating students’ learning interest through online interactive platforms and establishing an effective teaching evaluation and feedback mechanism.

Application of Video Abnormal Behavior Detection Algorithm in Evaluation of Track and Field Teaching and Training Effect

With the development of track and field, people pay more and more attention to the quality of classroom teaching of track and field technology, and the evaluation of teaching quality plays a key role in it. In today's educational reform, teaching evaluation plays an important role as an important method to test teachers' teaching and students' learning. With the rapid development of machine learning, especially deep learning, image-based individual abnormal behavior detection technology is becoming more and more mature, but there are still many difficulties to be solved in video-based group abnormal behavior detection technology. Therefore, it is necessary to study the detection algorithm. Based on machine vision theory, image processing theory and video analysis technology, this paper studies three key technologies involved in human abnormal behavior detection in video: moving target detection, moving target tracking and abnormal behavior detection.

Characteristics of Effective International School Teachers: A Systematic Review of the Literature

Qualities of effective teachers matter because teachers are the number one school-related factor that impacts on student achievement. Although researchers in the United States have studied frameworks for evaluating teacher effectiveness, these frameworks are not focused on teachers working in international schools. Thus, they may not reflect the importance of understanding both the context of working in intercultural settings and the skills that allow teachers to flourish in international schools. Using a systematic configurative synthesis review of 23 studies, this study identifies qualities of effective teachers working in international schools through a synthesis of the study findings. We identified four key attributes that are emphasized, if not unique, in international school effective teacher research: a focus on teacher collaboration and teacher leadership; cultural awareness and responsiveness from multi-national perspectives; and host country language acquisition. Overall, we find that a focus on what makes an effective international school teacher is lacking in the extant research, particularly given the predicted enormous growth of international schools.

Judging Student Teacher Effectiveness: A Systematic Review of Literature

ABSTRACT This paper reports on a systematic literature review to understand better methodologies and data collection tools used to judge student teaching effectiveness, ways in which validity and reliability are considered, the processes involved in assessing new teaching effectiveness within teacher education programmes, and how evaluation and results are used to judge readiness to teach. The accurate and consistent judgement of teaching competence during and at completion of preparation continues to be an area of increasing interest and concern. The PRISMA review process identified 45 key papers. An in-depth analysis underscored several crucial factors, such as the challenge of ensuring the reliability of judgements within dynamic educational environments and the need for broader understanding and applications of reliability and dependability when making judgements. The findings of this systematic literature review hold implications that merit consideration by teacher education programmes for processes to judge teaching effectiveness. The analysis also highlighted the intricacies inherent in evaluating teaching effectiveness, alongside ongoing discourse regarding the criteria and measures for judging competence of student teachers.

Teachers' Pedagogic Competence in Strengthening Character Education of Students in Elementary Schools : Exploring Effective Strategies

This study aims to explore effective strategies for improving teachers' pedagogical competence to strengthen learners' character education at the primary school level. The research method used was a literature study with a qualitative approach. Primary and secondary data were obtained from books, documents, and journals that were of the same relevance as this research. After the data was obtained, the data analysis technique for this research used content analysis. The results of the study found that teachers must master educational technology to improve teaching effectiveness and student engagement. It involved using digital tools for assessment, teaching, and communication with students and parents. Teachers needed to develop 21st-century skills such as critical thinking, creativity, collaboration and communication. These skills were important to help students become individuals who are ready to face future challenges. Teachers should apply an adaptive pedagogical approach, tailoring teaching methods to students' individual needs, interests and abilities. It includes differentiated learning, formative assessment and the use of adaptive technology. Character education should be integrated in the curriculum by teaching universal and contextual values. A holistic approach, including project- and problem-based learning, is important to develop a strong student character relevant to modern challenges. Continuous professional training and development for teachers is key to ensuring they are up-to-date with best practices and innovations in education. This involves workshops, online courses, mentoring and collaboration within communities of practice. Modern assessment and reflection are important for monitoring student progress and evaluating teaching effectiveness. The use of formative and summative assessments, technology in assessment, and regular reflection by teachers and students can improve the quality of learning. Collaboration with parents, communities, educational institutions, government and non-profit organizations can strengthen character education and support teachers' pedagogical competencies.

Evaluating Teacher Effectiveness: Methods, Challenges and Implications

This research paper examines the multifaceted nature of effective teacher evaluation, drawing on insights from various sources. The paper discusses various evaluation methods, the challenges faced in implementation, and the implications for educational policy and practice. By integrating diverse evaluation strategies and addressing common issues, the paper aims to provide a balanced perspective on enhancing teacher effectiveness through comprehensive evaluation systems by integrating diverse evaluation strategies and addressing common issues.

Small programs, big challenges: Reimagining the evaluation of clinical teaching in genetic counseling.

Within the health professions education system, a significant proportion of teaching and learning occurs in the clinical setting. As such, the need to measure effective teaching for accreditation standards, faculty development, merit pay, academic promotion, and for monitoring the safety of the learning environment has led to numerous universities developing instruments to evaluate teaching effectiveness in this context. To date; however, these instruments typically focus on the student perspective, despite evidence demonstrating that student evaluations of teaching (SETs) lack correlation with learning outcomes and are not a true measure of teaching effectiveness. This issue is further exacerbated in small health professional training programs, such as genetic counseling, where clinical teachers may only supervise 1-3 students per year. As a result, not only are SETs more confounded due to small sample sizes, but a direct conflict exists between respecting learner anonymity and providing timely and relevant feedback to faculty. In such contexts, even using SETs to evaluate the nature of the learning environment may be unreliable due to student concerns about identifiability and fear of retaliation for unfavorable evaluation. This paper will review the literature regarding SETs, barriers to this process within the clinical setting, and the unintended downstream consequences. Options for addressing issues related to the use of SETs will be considered, with particular focus on the process of reflection and the use of teaching consultations or peer support groups as a means to improve teaching effectiveness in this learning environment.

Construction of a Multimedia Instructional Effect Assessment System of College Foreign Language Translation Based on Artificial Intelligence

The teaching evaluation module is an important guarantee of teaching effectiveness, and as an important part of the multimedia teaching system, it needs special attention. This paper combines artificial intelligence and multimedia teaching effect evaluation, proposes a foreign language translation multimedia teaching effect evaluation model based on improved support vector machine (SVM) algorithm, and provides theoretical support for the construction of foreign language translation multimedia teaching effect evaluation system. The results show that the accuracy of this assessment algorithm is improved by 22.18% compared with the traditional assessment algorithm. Therefore, it is theoretically feasible to use the improved SVM to analyse the application effect of multimedia teaching mode in foreign language translation teaching. It can be found that the automatic acquisition of model data, the cumulative search of spatial knowledge and the adaptive control of the search phase of the optimised SVM algorithm have also been significantly improved, and conclusions drawn are more reliable.

Evaluating 21st-Century Skills in English Language Teaching (ELT) in Surigao Del Norte, Philippines: A Needs Assessment for Teachers Development

This study examined the 21st-century teaching skills of English language teachers (ELTs, n=117) and the observations of school heads (n=26) in the Surigao del Norte division (Philippines) for the 2023-2024 school year. Teachers' profiles and their self-perceptions in critical thinking, problem-solving, communication, creativity, digital literacy, and global awareness were assessed through surveys. Descriptive statistics and non-parametric tests were employed to analyze the data and compare perceptions between ELTs and school heads. While the findings revealed a generally strong foundation in 21st-century skills among ELTs, a specific need for targeted support in digital literacy was identified. Additionally, discrepancies were found between teachers' self-reported skills and how school heads observed them being applied in the classroom. These findings highlight the importance of triangulation in evaluating teaching effectiveness. The study proposes recommendations that focus on professional development, resource allocation, collaborative learning communities, and feedback mechanisms to create an environment that empowers ELTs to effectively integrate 21st-century skills into their classrooms, ultimately preparing students for success in today's world.

Application of EEG to Evaluation of Teaching Effect

In this paper, Electroencephalogram (EEG) is applied in teaching research, and its related fields are studied. At the same time, in order to carry out the fundamental task of cultivating people with three perfections and cultivating people with virtue , this paper also introduces EEG into teaching effect evaluation, so as to adjust teaching design and strategy and improve teaching quality.

The Application and Trends of Blended Teaching Models in Teaching Chinese as a Foreign Language

In the context of technological advancements, such as "Internet +," the integration of online and offline elements in the form of blended teaching has emerged as a focal point in the realm of teaching Chinese as a foreign language. This study employs a literature analysis approach to initially summarize the current application status of blended teaching in the teaching of Chinese as a foreign language and to analyze three primary issues currently prevalent in this context. Subsequently, recommendations for the implementation of blended teaching in the teaching of Chinese as a foreign language are proposed from the perspectives of instructional design models, implementation of teaching strategies, and evaluation of teaching effectiveness. Finally, the potential development prospects of blended teaching in the teaching of Chinese as a foreign language are discussed.

Construction and Application of a College English Blended Teaching System Based on Multi-Source Data Fusion

By using modern data analysis techniques, this study aims to construct an innovative university English teaching effectiveness evaluation model based on particle swarm algorithm and support vector machine. The model is designed to improve assessment accuracy and personalization. The research process includes the methodology of data collection, preprocessing, model construction and evaluation. The experimental results show that the model can more accurately assess students' English learning effectiveness and provide customized suggestions for personalized education. This research is important for improving the quality of university English education, promoting personalized learning, and providing support tools for educational decision makers.

Digital Technology: Research on the Construction and Application of Blended Teaching Curriculum of Practical Physical Education Classroom Teaching Skills in the Big Data Background

Big data is bringing discipline to education. Under the guidance of digital technology, education has ushered in the upsurge of digital reform, digital course teaching has gradually entered the public's vision, and the upsurge of digital course open education is coming. The paper adopts the research methods of literature, field investigation and logical analysis, and takes the construction of digital curriculum mixed teaching course based on the platform of Superstar Learning as the research object. This paper constructs the curriculum construction ideas in three stages of "pre-class, mid-class and after-class", and draws the following conclusions through the research of blended teaching curriculum practice in the big date background: Build digital media teaching resource library, record multi-platform online teaching videos, practice dual-track mixed teaching, pre-set interactive classroom teaching activities, after-school homework to consolidate and improve classroom learning, online examination to achieve teaching effect evaluation and feedback, etc. And summed up four practical experiences of multi-style one-click check-in function to help class attendance, interactive teaching activity function to achieve subject participation, paperless online evaluation function to detect learning effect, digital courses to break the limitation of time and space. Digital technology improves the convenience of course teaching and forms a visual teaching effect. Digital technology provides new ideas for digital curriculum teaching. The existence of digital curriculum provides more possibilities for personalized learning, while hybrid teaching promotes the interaction and cooperation between students and teachers. Build an online learning platform based on big data to support computer technology, and guide students to conduct simulation and practice in the teaching process.

Application of ChatGPT-based blended medical teaching in clinical education of hepatobiliary surgery

Objective This study evaluates the effectiveness of incorporating the Chat Generative Pre-trained Transformer (ChatGPT) into the clinical teaching of hepatobiliary surgery for undergraduate medical students. Materials and methods A group of 61 medical undergraduates from the Affiliated Hospital of Guizhou Medical University, undergoing hepatobiliary surgery training, were randomly assigned to either an experimental group (31 students) using ChatGPT-based blended teaching or a control group (30 students) with traditional teaching methods. The evaluation metrics included final exam scores, teaching satisfaction, and teaching effectiveness ratings, analyzed using SPSS 26.0 (SPSS Inc., Chicago, IL) with t-tests and χ 2 tests. Results The experimental group significantly outperformed the control group in final exam theoretical scores (86.44 ± 5.59 vs. 77.86 ± 4.16, p < .001) and clinical skills scores (83.84 ± 6.13 vs. 79.12 ± 4.27, p = .001). Additionally, the experimental group reported higher teaching satisfaction (17.23 ± 1.33) and self-evaluation of teaching effectiveness (9.14 ± 0.54) compared to the control group (15.38 ± 1.5 and 8.46 ± 0.70, respectively, p < .001). Conclusions The integration of ChatGPT into hepatobiliary surgery education significantly enhances theoretical knowledge, clinical skills, and overall satisfaction among medical undergraduates, suggesting a beneficial impact on their educational development.