Evaluation Of Teaching Effectiveness Research Articles

Exploring the Reform Path of English Teaching in Colleges and Universities from the Perspective of New Liberal Arts

Abstract With the advancement of economic globalization, current English teaching in colleges and universities no longer meets the social demand for cultivating liberal arts talents in the new era. The study combines the six stages of the BOPS method and proposes an online, hybrid model for teaching English. Based on this, a teaching experiment is carried out on two parallel classes of students in a university, and the English test scores and specific dimensions of the two courses before and after the experiment are compared. Then, an intelligent algorithm was used to design an English teaching effect evaluation method to assess the comprehensive effect of English teaching from the dimensions of teachers, students, and grades and to explore the effectiveness of the online, hybrid English teaching model. After the teaching experiment, the total English achievement scores and all dimensions of the students in the test group and the control group showed significant differences at the 5% level, with the total English achievement scores of the test group being 14.18% higher and 20.34% higher than before the experiment. The overall English teaching effect is above moderate, with a comprehensive score of 3.387. The online, hybrid English teaching mode positively enhances the effectiveness of English teaching in colleges and universities.

MOOC distance teaching effect evaluation method based on fuzzy entropy

MOOC distance teaching effect evaluation method based on fuzzy entropy

A multi-agent interactive teaching effect evaluation method based on matrix method

A multi-agent interactive teaching effect evaluation method based on matrix method

The blending teaching effect evaluation of distance education under the background of MOOC

The blending teaching effect evaluation of distance education under the background of MOOC

On the evaluation of university teaching effectiveness: Is the students' evaluation of their teacher

On the evaluation of university teaching effectiveness: Is the students' evaluation of their teacher

Analysis of how teacher evaluation reform in the new era promotes professional development of primary and secondary school teachers

This article explores how teacher evaluation in the new era can promote the professional development of primary and secondary school teachers. Through the analysis of existing literature and practical experiences, a comprehensive evaluation system is proposed to facilitate teachers' professional growth. Key points of the article include the establishment of multidimensional evaluation criteria, the provision of professional development opportunities, and the reinforcement of feedback and support. The research findings indicate that effective teacher evaluation can stimulate teachers' educational enthusiasm, enhance educational quality, and contribute to teachers' personal and career growth.

The Application of Formative Assessment to Primary School English Teaching

With the deepening of the new curriculum reform, the pursuit of the quality of primary school English classroom teaching is the teaching goal of every English teacher. In order to improve the quality of English teaching, teachers not only need to innovate teaching methods and change teaching concepts, but also need to attach great importance to effective teaching evaluation. Teaching evaluation is an indispensable part of teaching activities, and a scientific evaluation system is a powerful guarantee for achieving teaching goals. This article mainly introduces the application of formative evaluation in primary school English teaching, the significance of formative evaluation and the problems that should be paid attention to in the application process, so as to help primary school English teachers fully understand and use formative evaluation to evaluate primary school students. English learning stimulates students' interest in learning English and improves the level of English teaching in primary schools.

A quantitative analysis of the influence of ideological and political education on students’ learning satisfaction

In China, ideological and political education is currently the hot direction of teaching reform in various colleges and universities, yet the development of appropriate teaching evaluation methods needs to catch up. This study addresses the pressing need for a preliminary investigation into the complex relationships among ideological and political education, the students’ learning satisfaction and teaching quality. This research examines the influence of teaching and ideological and political education quality on students’ satisfactions by designing a set of scales, collecting about 3800 questionnaires. Utilizing Structural Equation Modeling (SEM) and qualitative interviews, this study reveals that the teaching quality directly affects students’ learning satisfaction and ideological and political education. Notably, ideological and political education can also affect students’ learning satisfaction. The findings underscore the importance of including ideological and political education assessments in evaluating courses. This research contributes to the ongoing dialogue on effective teaching evaluation methods in the context of evolving educational practices.

Evaluation of physical education teaching effect using Random Forest model under artificial intelligence

This work aims to optimize the physical education (PE) teaching effect based on deep learning (DL) to cultivate high-level college students better. Firstly, the present situation of college teachers' teaching ability is surveyed to realize the deficiencies in teaching. Secondly, an optimization algorithm is proposed to improve the node splitting mode. This algorithm can solve the problem of single and similar node splitting modes in the Random Forest (RF) algorithm. The independent node splitting method Iterative Dichotomiser 3 and Classification and Regression Tree in the algorithm are recombined, and new splitting rules are obtained through adaptive parameter selection. Finally, the scheme designed is tested. The results suggest: The results suggest: (1) During the training of the proposed algorithm, although the loss curve at 4550 and 6800 points has a small crest, the error of the network loss function shows a downward trend and tends to be flat; (2) Compared with unoptimized Genetic Algorithm (GA) and Genetic Algorithm-Back Propagation (GA-BP), the proposed algorithm shows better performance both in terms of time consumption and accuracy (time consumption is less than 5.4 ms, and accuracy is more than 95 %). In a word, using the GA-BP-RF algorithm proposed to improve the PE teaching effect is feasible. The proposed model provides ideas for applying DL technology to improve teachers' teaching abilities.

Innovation and Practice of Educational Management Path Building in Colleges and Universities in the Context of Big Data

Abstract In this paper, a digital education management information system (e-MIS) is constructed based on big data, which realizes the comprehensive processing of education administration and school management data. Through the fuzzy comprehensive evaluation model, the e-MIS system was evaluated and optimized. Then, the e-MIS system was practically applied to the fields of teaching effectiveness evaluation, teachers’ work assessment, scholarship evaluation and dormitory management. Finally, the significant impact of the e-MIS system on the enhancement aspects of new student enrollment education was empirically verified. The results show that the average score of freshmen’s school rules and discipline education is 4.35, learning culture education is 4.53, mental health education is 4.41, and life guidance education is 4.31, all of which are in the middle-upper level, as calculated by the e-EMIS evaluation model. This paper is a positive exploration of improving the efficiency of student education and management in local colleges and universities and promoting the overall development of students.

Research on teaching reform of logistics talent training mode under the background of digital economy

With the rise of the digital economy, digital technology has become an important trend in the field of logistics, which puts forward higher requirements for the training of logistics talents. Therefore, this article adopts case analysis method, empirical research method, and literature research method to study the teaching reform of logistics talent cultivation mode in the context of the digital economy, and explore the problems and challenges in logistics talent cultivation. The case analysis method is used to analyze the specific situation and existing problems of logistics talent training mode in specific regions and industries. This article collects and analyzes relevant data on logistics talent cultivation models through empirical research, investigates and diagnoses existing problems, and proposes some reform suggestions. It uses the literature review method to analyze the research hotspots and achievements in this field, seeking theoretical support for the teaching reform of logistics talent cultivation mode. On the basis of exploring the teaching reform mode, method and effect evaluation of logistics talent training, this paper further puts forward specific suggestions for logistics teaching reform and talent training mode innovation based on digital technology, aiming to provide useful reference for continuously improving the quality of logistics talent.

Using Measurement Invariance to Explore the Source of Variation in Basic Medical Science Students’ Evaluation of Teaching Effectiveness

Introduction: Many research studies have shown that students' evaluations of teaching(SET) are affected by different variables without testing the requirement of fair comparisons. These studies have not tested the measurement equivalency of SET surveys according to these variables. Measurement equivalency of SET refers to whether a SET survey is interpreted similarly across different groups of individuals (Variable Levels). Without evidence of measurement invariance across different variables under investigation, the SET ratings should not be compared across these variables and this is the goal of this study.
 Methods: Measurement Invariance analysis of SET survey was investigated using 1649 responses to SET of four different medical core courses offered by the College of Science and College of Medicine and from different levels.
 Results: The results showed the existence of teaching practices in the SET survey that are not equivalently loaded on its factor across the levels of targeted variables, and the college offered medical courses were a source of variation in basic medical science students’ evaluation of teaching effectiveness. On the other hand, teaching practices in the SET survey are equivalently loaded on its factor across course levels.
 Discussion: The study results showed that the SET of medical courses is comparable to the courses only taught by the College of Medicine. These results provide evidence that medical courses are different from other courses offered by other colleges. This means that comparing SET of the College of Medicine with other colleges and colleges of medicine needs to compare SET results at the college level only.

Evaluation and improvement of online teaching effectiveness of civil law in the context of data analysis

Abstract In this paper, we filtered fused and integrated online teaching learning behavior data by collecting basic information of teachers’ and student performance information, generated comprehensive assessment, and established a model of students’ online learning process. Finally, an assessment scheme was developed and tested using the online teaching of civil law courses as a case study, and the total learning efficiency was evaluated. The results showed that the proposed scheme in this paper is reliable and reasonable for assessing the teaching effectiveness of online education. The research results of this paper provide new ideas and methods for assessing the effectiveness of online teaching in civil law, which can help teachers better understand students’ learning behaviors and learning effects and improve their teaching strategies promptly.

Statistics and effect evaluation of college students’ participation in Civic Education based on multiple linear regression method

Abstract This paper first designs the study of college students’ ideological and political participation behaviors and determines the independent, dependent, mediating, and control variables of multiple linear regression based on ideological and political participation behaviors. Then, the original data were obtained using questionnaires, the Cronbach’s Alpha coefficient was selected to test the reliability of the questionnaires, and the logical structure of the multiple linear regression model was used to explore the participation degree of college students in ideological and political education and the evaluation of teaching effectiveness based on the multiple linear regression model. The results showed that the relationship between the three dimensions of intrinsic ideological and political efficacy and ideological and political participation behavior was significant and positive regarding the participation degree of ideological and political education. In terms of teaching effectiveness, the regression coefficient R is 0.507, which indicates that the independent variable influences the dependent variable, i.e., 50.7% of the variation of the dependent variable “college students’ evaluation of Civics class”, with a small standard deviation, which indicates that college students’ evaluation of Civics teaching effectiveness and Civics teachers are the same. This paper aims to improve students' awareness of ideological and political participation, as well as their ability to participate and promote the cultivation of qualified citizens in the new era.

An Evaluation of Online Science Classes Based on Students’ Science Learning Experiences

Online science courses have become increasingly popular due to their accessibility and convenience. Consequently, evaluating their quality is essential for ensuring students receive a rigorous and valuable education. This study investigates the effectiveness of online science classes in terms of student- faculty interaction, time on task, active learning and cooperation among students by considering the participant students' experiences and their evaluations of online science courses. The participants were 2034 students from different middle (year 5 to 8) and high schools (year 9 to 12) during 2022-2023 academic year. All of the participants attended online science classes from 2nd half term of 2019-20 and whole school year of 2020-21. The data was collected by using the Student Evaluation of Online Teaching Effectiveness (SEOTE) scale, which was developed by Bangart (2005). The student responses were evaluated based on their school year, frequency of attendance, and means used to access online science classes. The findings of the study revealed that the participant students were not satisfied with online science learning experiences in terms of faculty-student interaction, time on task, cooperation among students and active learning practices. The study also found that faculty-student interaction, time on task, cooperation among students were important predictor of active learning for online science learning practices. Based on the findings the study suggests that when designing or implementing online science classes, students’ engagement, teacher-faculty interaction, creating opportunities for students to cooperate and helping students to actively engage in the activities should be taken into consideration by teachers.

Student Evaluations of Teaching as a Predictor of Teaching Effectiveness in a Selective Liberal-Arts College

Previous research has shown mixed results regarding the relationship between Student Evaluations of Teaching (SETs) and teaching effectiveness. Although the literature on this topic is extensive, it appears that none of the scholarship was conducted at small, selective, undergraduate institutions in which teaching is prioritized. In the current research, we explored the association between student evaluations and teaching effectiveness at such an institution. Data were collected at a selective liberal-arts institution of approximately 2200 students in the Northeastern United States. Participants were 139 students who had enrolled in both Calculus I and Calculus II. Seven different professors taught Calculus I, while seven different professors taught Calculus II. Linear regression analyses indicated that, for one of the three subscales of the College’s SET, there was a positive association between SET scores of the faculty member in Calculus I and student grades in Calculus II. Machine-learning analyses confirmed this association and indicated that the relationship was strongest for students with overall grade-point averages near the cohort’s mean. Our research thus adds to the scholarship broadly but also suggests that assessment of SETs in smaller, selective teaching-oriented institutions is an important direction for future scholarship.

Teaching Effect Evaluation of Flipped Classroom in Engineering Management Colleges

Adapting traditional classroom teaching methods to students’ personalized learning styles and needs can be challenging, resulting in passive learning, low teaching quality, and insufficient support for students’ learning and development. The flipped classroom teaching model integrates information technology (IT) into education, enriches teaching approaches, and emphasizes a student-oriented concept. The flipped classroom can help students deeply understand the content by building upon shallow learning guided by effective teaching strategies. In turn, it facilitates the development of higher-order thinking skills and promotes students’ physical and mental well-being. In this study, five engineering management colleges in Henan Province, China, were surveyed using a questionnaire distributed during the fall semester of 2022–2023. The factors influencing the teaching effect of the flipped classroom were analyzed using a multivariate ordered logit model. Results demonstrated that the questionnaire had a reliability coefficient of 0.844, a KMO value of 0.788, and a Bartlett sphericity test with a corresponding P value of less than 0.01. Several factors, including gender (P = 0.054), self-study ability (P = 0.064), campus network (P = 0.000), teaching resources (P = 0.085), and classroom interaction (P = 0.036), significantly influence the teaching effect of the flipped classroom. The findings of this study provide valuable insights for enriching the teaching management theory of the flipped classroom, helping teachers enhance their management abilities in implementing the flipped classroom, and facilitating convenient teaching and learning experiences for both teachers and students in information technology.

Humor Practises Of Arabic Teachers And Speaking Anxiety

The use of humor by teachers in classroom interactions can stimulate students and change their attitudes toward learning. The study aims to determine the level of humor applied among Arabic teachers (GBA) and students' speaking anxiety in the Arabic language class at the Government Aided Religious Secondary School (SABK) in Kerian, Perak, Malaysia. A total of 152 out of 258 fourth-form students were selected as a sample by stratified random sampling technique. The research instrument was a questionnaire that was adapted from the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz et al., 1986) and the Students' Evaluation of Teaching Effectiveness Rating Scale (SETERS) (Toland & Ayala, 2005). The study found that the frequency of GBA humor practice was moderately low (M = 2.88, SP = 0.50). At the same time, the frequency of students' speaking anxiety in Arabic is relatively high (M = 3.12, SP = 0.74). Pearson's correlation test shows a significant relationship with weak negative strength (r = -.197, p =.000) between the frequency of GBA humor practice and the level of students' speaking anxiety in Arabic. In conclusion, although the frequency of GBA humor practices is medium-low, most GBA use cheerful humor practices compared to hostile ones. However, the method of GBA humor alone is not enough to reduce the frequency of students' speaking anxiety in Arabic. Therefore, every party, especially teachers, must significantly diversify other effective teaching practices in teaching Arabic to improve students' speaking skills.

Rethinking student evaluation of teaching: A policy analysis

Institutions of higher education with tenure and promotion policies that rely heavily on student evaluations of teaching may create academic progression barriers for Black, Indigenous, and People of Color (BIPOC) faculty. The purpose of this policy analysis is to explore how current practice of utilizing Student Evaluation of Teaching (SETs) as the major source to evaluate teaching effectiveness, impacts tenure for BIPOC faculty, using Bardach and Patashnik's (2019) eight steps of policy analysis. Context provided includes cultural history, policy and evidence regarding the use of SETs. Evaluation criteria focuses on two national nursing reports and nursing accreditation standards, along with utilization of the 2020 Teaching Quality Framework for Evaluation of Teaching. The status quo utilizes SETs as the major evaluation tool for overall teaching effectiveness. SETs are shown to produce an unacceptably high error rate and fail to identify the best teachers. Teaching evaluations that utilize both formative and summative methods provide a global, less biased view of instructional pedagogy. Making a change in the way teaching is evaluated is a critical component in the retention of BIPOC Faculty and their ability to attain tenure.

How has teaching effectiveness been conceptualized? Questioning the consistency between definition and measure

Teaching effectiveness (TE) research impacts educators and their careers, learners and the quality of education they receive, and administrators and the organizations they safeguard. However, there is a lack of consistency in how TE has been conceptualized: many papers used inaccurate or implied definitions of TE, or despite discussing and often measuring TE, did not define TE—other papers defined TE without proposed measures or provided measures of the concept without defining it. We found two dimensions of TE, student-focused (outcome) and educator-focused (input), and an existing TE definition evaluated as the strongest for both dimensions. Further, TE measurements may be summarized in five categories: student evaluation of teaching effectiveness (SETE), objective measures, peer review, administrative evaluation, and self-reflection. To conceptualize TE, our findings suggest pairing the TE student-focused construct with SETE and objective measures, while the educator-focused dimensions of TE should be measured with peer review, self-assessment, and administrator evaluation. By consistently conceptualizing TE, researchers may contribute to rigorous research and work together to consistently add to the body of knowledge, thus furthering the quality of TE research.