Higher Education Evaluation System Research Articles

The Construction of Teacher’s Teaching Quality Evaluation System Based on the Teacher-Student Cooperation Model

Within the framework of advancing educational evaluation reform in the modern era, establishing a scientific and rational assessment system for the quality of teacher’s instruction holds immense importance. This contributes to the further development of autonomous evaluations within colleges and universities, fosters enhancements in higher education evaluation systems, and supports the modernization of higher education governance. Considering the evolving demands for cultivating excellence in higher education, the assessment of teachers’ instructional quality continues to face challenges, encompassing evaluation criteria, categorization guidelines, system enhancements, digital adaptation, and more. In the construction of a quality assessment system for teacher’s instruction in higher education, continuous optimization of the evaluation system for teaching quality is essential. This optimization should be driven by scientific principles, grounded in collaboration between teachers and students, and aligned with fundamental principles, including categorized assessment, process orientation, digital integration, and more.

Development Assessment of Higher Education System Based on TOPSIS-Entropy, Hopfield Neural Network, and Cobweb Model

This paper first extracted 11 indicators from four aspects of infrastructure, educational equity, teaching quality, and scientific research level and established a multidimensional higher education evaluation system. After that, according to TOPSIS and the entropy method, a comprehensive score of the development of higher education was obtained, and a comprehensive index of higher education was proposed. According to the level of the score, we divide the development status into 5 categories, and use discrete Hopfield neural network for verification. In addition, we applied the model to many countries and chose Vietnam to conduct an in-depth analysis of the model, including reforming policies and evaluating policy effects based on cobweb model. Finally, we found that the application of the model is very universal, but in reality the reform is very difficult.

Higher Education System Evaluation Model Based on Entropy Method and the Weighted Factor Ratio

Higher education has a vital influence on the development of a country. But today's higher education evaluation system is not perfect. In the current pandemic, we have the opportunity to reflect on the existing higher education system and seek a more objective and effective evaluation system. For the issue of establishing a higher education evaluation system, we get 28 secondary indicators relative to the primary indicators. Next, we divided the countries of the world into three categories according to their degree of development, and evaluated them. Finally, we got the higher education evaluation system model.

Evaluating principles for university library

Este artigo trata da avaliação da biblioteca universitária no contexto do Sistema Nacional de Avaliação da Educação Superior (SINAES). Objetiva propor um modelo de princípios avaliativos para a biblioteca universitária que ultrapasse a simples verificação e atualização de acervos. Usa-se como metodologia pesquisa documental e bibliográfica com aportes de dados advindos de estudo de usuários e de relato de experiência da extensão universitária, realizados na Universidade Federal do Tocantins. Como resultado, apresenta-se um modelo de seis etapas: 1) visão global; 2) definição dos produtos e serviços; 3) identificação das necessidades dos interagentes; 4) avaliação contínua dos processos; 5) marketing; e 6) melhoria contínua. Conclui reforçando esse modelo para que as bibliotecas universitárias sejam avaliadas como da melhor qualidade e não como simples depósitos de livros.

An Exploratory Study on the Development of the Higher Education Evaluation System: Focusing on Evaluation Policies and Indicators in China

An Exploratory Study on the Development of the Higher Education Evaluation System: Focusing on Evaluation Policies and Indicators in China

Facing a shrinking population: is government control an effective strategy for higher education

Facing a shrinking population, the Ministry of Education in Korea introduced a higher education evaluation system aimed at shrinking institutional size or closing some institutions while emphasising quality and regional relevance. The question is, has this evaluation process been successful in achieving its stated and implied goals? This analysis reveals that there may be unintended consequences. Focusing on the evaluation process itself, results show that it tends to bias metropolitan universities. The expenditure of resources required to prepare the evaluation report draws away resources that might otherwise be directed toward quality improvements. A policy analysis exposes the explicit and implicit goals of the government policy for higher education downsizing. A case study cost analysis shows the resource cost of the evaluation process for small and larger higher education institutions.

Shortcomings of Higher Education Evaluation Systems

Higher Education Evaluation Systems supply information for diverse stakeholders. A “one size fits all” approach in university rankings is not enough. Looking to the future, evaluation may need to take into account criteria such as links with employers, lifelong education, implications of digitization, and interdisciplinary and interinstitutional collaboration across borders. The extensive possibilities of today’s research data based analyses are analysed, against the background of a whole industry devoted to this. Shortcomings, challenges and unintended consequences of the current approach are discussed. Impact analyses are seen as one of the ways forward, taking into account contributions to societies and their transformations. Diversity, “glocal” mindset and international collaboration are suggested as additional criteria for the competitive rankings of the future.

Beyond Performance Indicators: Reforming Higher Education Evaluation Systems to Promote Improvement

As higher education attainment has become increasingly essential for both individual socioeconomic outcomes and the economic competitiveness of nation-states, and as the cost of financing the higher education enterprise continues to rise, university quality has become an urgent concern for students, families, and policy makers around the globe. The widespread interest in assessing university quality manifests itself in the rise of global rankings (Hazelkorn, 2015) and the increasing use of so-called performance indicators by government agencies. This paper focuses on the latter phenomenon. The first part of the paper examines the benefits and limitations of higher education performance indicators as conventionally implemented, and the second part advances a set of suggestions to address these shortcomings by adapting performance systems to represent and incentivize evidence-informed improvement efforts.

Sistemas de avaliação da educação superior em Portugal e Brasil

<p>O artigo apresenta um estudo comparado entre Portugal e Brasil sobre os sistemas de avaliação da educação superior e suas influências nos currículos de formação inicial de professores. Utilizou-se a metodologia qualitativa para analisar como os sistemas de avaliação constituem referencial básico para os processos de regulação e supervisão da educação superior, a fim de promover a melhoria da qualidade e valorização das identidades institucionais. Os resultados indicam que o processo de avaliação externa tem influenciado os currículos, pois destacam os aspectos positivos e os pontos fortes dos cursos, reforçando concepções e práticas curriculares atuais. Conclui-se que os processos de regulação e supervisão, ao referenciarem os resultados da avaliação externa que valorizam as identidades institucionais, criam estratégias políticas para que a gestão institucional assuma a responsabilização e prestação de contas pela melhoria da qualidade da formação inicial de professores.</p><p>Sistemas de Avaliação, Educação Superior, Currículo, Formação Inicial do Professor.</p><p> </p><p>Sistemas de evaluación de la educación superior en Portugal y Brasil</p><p>El artículo presenta un estudio comparado entre Portugal y Brasil sobre los sistemas de evaluación de la educación superior y sus influencias en los currículos de formación inicial de profesores. Se utilizó la metodología cualitativa para analizar cómo los sistemas de evaluación constituyen un referente básico para los procesos de regulación y supervisión de la educación superior, a fin de promover la mejora de la calidad y la valorización de las identidades institucionales. Los resultados indican que el proceso de evaluación externa ha influido en los currículos, ya que destacan los aspectos positivos y los puntos fuertes de los cursos, reforzando conceptos y prácticas curriculares actuales. Se concluye que los procesos de regulación y supervisión, al referenciar los resultados de la evaluación externa que valoran las identidades, crean estrategias políticas para que la gestión institucional asuma la responsabilidad y la rendición de cuentas por la mejora de la calidad de la formación inicial de profesores.</p><p>Sistemas de Evaluación, Educación Superior, Currículo, Formación Inicial del Profesor.</p><p> </p><p>Higher education evaluation systems in Portugal and Brazil</p><p>The article presents a study comparing Portugal and Brazil's higher education evaluation systems and their influences on initial teacher education curricula. We used a qualitative methodology to analyze how the evaluation systems provide a basis for higher education and supervision processes in order to promote improvement in education quality and the valuing of institutional identities. Results indicate that external evaluation processes have influenced the curricula as they underline the positive aspects and strengths of teacher education programs, thus reinforcing current curricular practices and concepts. We conclude that as regulation and supervision processes build on evaluation results that promote institutional identities, they create political strategies that foster institutional management’s accountability for improving the quality of initial teacher education.</p><p>Evaluation Systems, Higher Education, Curriculum, Initial Teacher Education.</p><p style="margin: 0cm 49.05pt 0pt 5.2pt; text-align: justify; line-height: 150%; text-indent: -0.05pt;"> </p>

Constructing Higher Education Evaluation Systems for the Global Era

This paper outlines the rationales shaping the papers presented in this issue of the International Journal of Chinese (IJCE). To provide context for the contributions, it looks at policy contexts, institutional developments, major guiding research projects, and various engagement platforms. The papers are reviewed in terms of their implications for shaping the future of higher education evaluation and success.

The social functions of evaluation in Argentine and Finnish higher education

This article examines the traditional assumption that higher education evaluation systems follow a similar global format. Comparative study examines institutional evaluation and assessment processes in two nation‐states that are geographically and economically remote but which, historically, share a common civic perspective. The main research question of the study is: What are the similarities and differences in the social functions of evaluation and assessment between these two countries, the models of evaluation of which originate from the same “homogeneous model of institutional evaluation”? The study demonstrates that Finnish and Argentine models of evaluation are nationally and contextually bound by general ideas rather than being applications of a global model.

National higher education evaluation systems: Methods for analysis and some propositions for the research and policy void

A review of the status of national higher education evaluation systems and an examination of the lack of research into the process and nature of policy choice which brought them into existence and shaped them. Proposals are made concerning methods to assist future policy choices and analysis of these systems and propositions posited to further our understanding and as a basis for further research.

Higher education evaluation systems for Latin America: an analysis of recent experiences and the formulation of a generalized model

Higher education evaluation systems for Latin America: an analysis of recent experiences and the formulation of a generalized model