Lecture Evaluation Research Articles

The Verification of Reliability and Validity of Shimonoseki City University Lecturer Evaluation Scale (SLES)

The Verification of Reliability and Validity of Shimonoseki City University Lecturer Evaluation Scale (SLES)

Sistem Informasi Evaluasi Perkuliahan dengan Sentimen Analisis Menggunakan Naïve Bayes dan Smoothing Laplace

A good lecture is certainly a goal so that students achieve maximum learning outcomes. In order for good lecture quality, lecture evaluation needs to be done,beside lecturer professional competency training. In order to improve the quality of lectures, Departement Informatics of Madura University (UNIRA) evaluates lecturers' performance in each semester. Form of evaluation is a questionnaire that filled out by students.Results of the questionnaire, then it is analyzed to find out whether the comments are positive, negative, or neutral. The method that can be used to solve the problem of sentiment classification analysis is Naïve Bayes that combined with text processing techniques.The data comments that collected are 342. After grouping the comments by subject, there were 31 comments for subject Human and Computer Interaction (HCI). In this data comments then performed data cleaning, data transformation, text processing and labeling. Then classifying comments using Naïve Bayes with Smoothing Laplace. Results of accuration obtained an accuracy to 80%. The results of implementation Naïve Bayes algorithm with Smoothing Laplace, it can be seen the sentiment analysis of the subjects that lectures taught.

Lecturer Performance Decision Support System Using The TOPSIS Method Based on Web

AMIK Mahaputra is one of the private computer colleges in the city of Pekanbaru. In increasing its resources, this university conducts performance appraisals of lecturers and employees. This performance assessment will form the basis of promotion. At present, the system in assessing its performance still has weaknesses, namely by improper lecturers or employees who occupy certain positions and positions. The purpose of this study is to later be able to make it easier to give a decision on the performance evaluation of lecturers and employees each year as part of the process of career development and promotion. The data obtained include the assessment of lecturers by students, the discipline of lecturers on giving lectures, the allocation of time by each lecturer and the method used is TOPSIS where this method is considered suitable for this research. and AMIK employees Mahaputra pekanbaru. Decision support system for evaluating the performance of lecturers and employees in promotion. Although the decision taken has been 74% but it has been recommended to assist the management of AMIK Mahaputra in making decisions.

Effects of kernels and the proportion of training data on the accuracy of SVM sentiment analysis in lecturer evaluation

Support vector machine (SVM) is a known method for supervised learning in sentiment analysis and there are many studies about the use of SVM in classifying the sentiments in lecturer evaluation. SVM has various parameters that can be tuned and kernels that can be chosen to improve the classifier accuracy. However, not all options have been explored. Therefore, in this study we compared the four SVM kernels: radial, linear, polynomial, and sigmoid, to discover how each kernel influences the accuracy of the classifier. To make a proper assessment, we used our labeled dataset of students’ evaluations toward the lecturer. The dataset was split, one for training the classifier, and another one for testing the model. As an addition, we also used several different ratios of the training:testing dataset. The split ratios are 0.5 to 0.95, with the increment factor of 0.05. The dataset was split randomly, hence the splitting-training-testing processes were repeated 1,000 times for each kernel and splitting ratio. Therefore, at the end of the experiment, we got 40,000 accuracy data. Later, we applied statistical methods to see whether the differences are significant. Based on the statistical test, we found that in this particular case, the linear kernel significantly has higher accuracy compared to the other kernels. However, there is a tradeoff, where the results are getting more varied with a higher proportion of data used for training.

Decision Support System for Election and Evaluation of Assistant Lecturer Using Analytical Hierarchy Process and Simple Additive Weighting: case study Faculty of Information Technology Tarumanagara University

Decision Support System is a system that is able to solve problems and is able to communicate to problems with semi-structured and unstructured conditions. This paper uses a decision support system using methods Analytical Hierarchy Process (AHP) and Simple Additive Weighting (SAW). AHP method is used to calculate the weight of each criterion, while the SAW method is used to rank each alternative individual. The case study used to conduct a decision support system is the case to decide and evaluate Asistant Lecturer at Faculty of Information Technology Tarumanagara University.

The Development of 3D Professional Pageflip-based Pregnancy Care E-Module

Midwifery education has an important role in producing competent and professional midwives. Competent and professional midwife staff starts from a quality learning process. This study aimed to develop a valid and reliable 3D Pageflip Professional pregnancy care e-module. The type of research was Research and Development (R&D) research. The data collection techniques use primary data from the validation of experts (media expert and content expert). The results of this study indicated that media expert review got an average score of 3.77 (good criterion), content expert got an average score of 4.15 (good criterion) and the pregnancy care lecturer evaluation got an average score of 4.14 (good criterion). In addition, it stated that 3D Pageflip Professional pregnancy care e-module was good and deserved to be tested in the learning process. 3D Pageflip Professional pregnancy care e-module developed as an alternative to assist midwifery students in overcoming learning difficulties. Implications this article are giving the curriculum knowledge focused on learning innovations. The application of e-pregnancy care modules was easy to learn and practically accessible anywhere. To be development and innovative teaching content of education midwife and source study midwifery student so as to increase motivation and learning outcome.

Students' evaluation of the quality of teaching using generalisability theory: A case of a selected university in Ghana

Students’ evaluation of lecturers’ quality of teaching has been a common practice in universities in Ghana and beyond. Data gathered from students are used to make vital decisions about lecturers such as promotion, training and development needs, among others. In recent times, the accuracy of students’ ratings of teaching quality has been questioned by stakeholders due to several reasons. Previous studies have attempted to investigate this issue using classical test theory (CTT) which comes with its own flaws. Little attention has been paid to the applicability of Generalisability theory (GT) to students’ evaluation of teaching in Africa. This study aims to assess the reliability of students’ rating of teaching through the lens of GT. A three-facet partially nested random balanced design [( r x i x o ): l ] was adopted for this study. Student (rater), item, and occasion served as the facets and lecturer served as the object of measurement. Both G (generalisability) and D (decision) studies were conducted. The institution’s evaluation questionnaire was adapted, validated and used for data collection. The sources of measurement error were accounted for by raters and lecturer-by-occasion interaction. Generally, the dependability index for the students’ evaluation of teaching quality was low, signalling little trust for such data. It was recommended that a minimum of 25 students should be permitted to rate lecturers for each class using at least 20 evaluation items. Suggestions for further studies were made based on the findings.

Question Items for Specific Lecture Types in College for More Adequate Student Evaluation on Instructors' Teaching Performance

The study attempted to propose refined question items used for eight types of lectures practiced in college settings (i.e., theory-based learning, flipped learning, discussion-based lectures, problem-based learning, co-teaching, Capstone Design, e-learning, and laboratory lectures). Its purpose was to help students objectively and accurately evaluate the lectures so that the instructors could use the data to improve their teaching effectiveness and to heighten student satisfaction. Extracting data from 15 journal publishers, the study investigated 34 articles published since 2013 in relation to lecture evaluations. Results entail different lecture evaluation question items that well match distinct features each lecture type entails. Further implications for future studies are proposed based on the findings.

Association between leniency of anesthesiologists when evaluating certified registered nurse anesthetists and when evaluating didactic lectures.

Daily evaluations of certified registered nurse anesthetists' (CRNAs') work habits by anesthesiologists should be adjusted for rater leniency. The current study tested the hypothesis that there is a pairwise association by rater between leniencies of evaluations of CRNAs' daily work habits and of didactic lectures. The historical cohorts were anesthesiologists' evaluations over 53months of CRNAs' daily work habits and 65months of didactic lectures by visiting professors and faculty. The binary endpoints were the Likert scale scores for all 6 and 10 items, respectively, equaling the maximums of 5 for all items, or not. Mixed effects logistic regression estimated the odds of each ratee performing above or below average adjusted for rater leniency. Bivariate errors in variables least squares linear regression estimated the association between the leniency of the anesthesiologists' evaluations of work habits and didactic lectures. There were 29/107 (27%) raters who were more severe in their evaluations of CRNAs' work habits than other anesthesiologists (two-sided P < 0.01); 34/107 (32%) raters were more lenient. When evaluating lectures, 3/81 (4%) raters were more severe and 8/81 (10%) more lenient. Among the 67 anesthesiologists rating both, leniency (or severity) for work habits was not associated with that for lectures (P = 0.90, unitless slope between logits 0.02, 95% confidence interval -0.34 to 0.30). Rater leniency is of large magnitude when making daily clinical evaluations, even when using a valid and psychometrically reliable instrument. Rater leniency was context dependent, not solely a reflection of raters' personality or rating style.

ANALISIS PENILAIAN KINERJA DOSEN MENGGUNAKAN METODE BALANCE SCORECARD (STUDI KASUS STT SANGKAKALA)

&lt;p&gt;&lt;em&gt;The purpose of this study is to assess the performance of lecturers based on the workload of lecturers at the Sangkakala STT institution. During this time the performance evaluation of lecturers is only in the context of Education, so it does not cover the whole implementation of the tri dharma of tertiary institutions carried out by lecturers. The method used in this study is a qualitative method with a balance scorecard approach. Lecturer performance appraisal has 3 strategic objectives namely financial perceptive, customer perspective, and internal business process perspective. While supporting software development in evaluating lecturer performance is a source of data for assessing lecturer performance at the STT Sangkakala institution there are several subsystems, namely: EKEU subsystem, EDOM subsystem, EDOS subsystem, EPRODI subsystem, EPRODI subsystem, EP3M subsystem, and ADAK subsystem&lt;/em&gt;&lt;/p&gt;

Multi-Institutional Collaborative Resident Education in the Era of COVID-19.

The 2019-2020 coronavirus pandemic has had a significant impact on all aspects of health care. Decrease in clinical and operative volume and limitations for conferences has drastically decreased educational opportunities for resident trainees. We describe the formation and initial success of the Collaborative Online Video Didactics lecture series, a multi-institutional online video didactics collaboration. Zoom data extraction and postlecture evaluation surveys were used to collect data on the impact of the pandemic on local educational activities as well as feedback about the lecture series. Lectures are being given by faculty from 35 institutions. The twice daily, hour-long webinar averages more than 470 live viewers per session with an average of 33.5 questions per session and has over 7,000 YouTube views of the recordings after the first 2 weeks. Viewers reported significant decreases in outpatient (75.2%), inpatient (64.9%) and operating room (77.7%) volumes at local programs, and only half (52.7%) of the survey responders indicated an increase in didactics locally. The lectures have been well-received, with over 90% of respondents giving the lecturers and series above average or excellent ratings. A significant majority of responders indicated that the lecture series has allowed for ongoing education opportunities during the pandemic (95.0%), helped to access faculty experts from other institutions (92.3%) and provided a sense of community connectedness during this period of social isolation (81.7%). We strongly encourage other institutions and trainees to participate in the didactic series and hope that this series can continue to evolve and be of benefit beyond the pandemic.

Teaching bioethics at the Medical School, University of Ibadan, Nigeria: Prospects and challenges

Abstract Background Teaching bioethics (BE) is one way to contribute to reflecting if research on humans, health policies and interventions are legitimate. Nonetheless, BE and law have been a relatively new subjects in medical schools in Nigeria, with increasing interest only since the late 1990s following the Pfizer Trovan study. Literature in this emerging field mostly refers to experiences from high-income countries (HIC), literature on low-and middle-income countries (LMIC) is scarce. Objectives This presentation describes over 10 years’ experience of teaching BE in the residency program, to doctors and within a Masters in BE Program of the University of Ibadan, Nigeria. The paper discusses the content, skills, teaching approach and tools employed in these activities. Challenges of the teaching process are identified and future teaching strategies suggested. Results The crop of students are largely unemployed young graduates, health professionals, ethics committee members. They come from Southern Nigeria; there is a weak representation from the Northern states of Nigeria. Based on students and lecturer evaluation reports, we can report that it is important to teach BE in LMICs such as Nigeria. A country that has experienced many ethically challenging and even evil activities in medicine and medical research coupled with a radically changing value system. Teaching universal norms of BE in a country with a high level of illiteracy and cultural differences where religion plays a major role in defining what is right, wrong or appropriate remains a challenge. Conclusions For BE training to be impactful and result in systemic and structural changes in health policy and education in Nigeria, the government must invest in proper institutionalization of research and clinical ethics in curricula in Nigeria. Key messages Efforts need to be increased in Nigeria and other LMICs to teach BE. HIC institutions could offer guidance by becoming partners organizing ethics training.

마음챙김(mindfulness)을 활용한 대학강의의 효과

This study attempts to investigate about how to calm students at the beginning of a lecture and create an atmosphere where attention can be focused on the class. In order to improve the psychological stability and concentration of employees, mindfulness, which was recently introduced and disseminated by global companies, was applied to university lectures to examine how it affects students' evaluation and actual grades of the subject. In the experimental study, the results of the experimental group and the control group were compared through pre- and post-measurements. The results of the study are the following. First, the performance of mindfulness has been shown to partially affect the students' subjective lecture evaluation. It did not appear to have a significant effect on the increased awareness of basic knowledge or skills, but it was found to influence the recommendation of courses to other friends and juniors. Second, the performance of mindfulness was found to have a significant effect on the change of students' grades. The results of this study show that the performance of mindfulness has a positive effect on the change of college students' performance and the perception of the subject.

Evaluation of epidemiological lectures using peer instruction: focusing on the importance of ConcepTests

Background In clinical research, the ability to properly analyze data is a necessary skill that cannot be learned simply by listening to lectures. Interactive classes, such as Peer Instruction (PI), are required to help medical students understand the concept of epidemiology for future valid research. In PI lectures, ConcepTests are conducted to confirm and deepen students’ understanding of the lecture material. Although it is important to evaluate PI lectures, there have been no studies conducted on PI lectures in epidemiology. This study employed the ConcepTest to evaluate PI lectures in a medical school epidemiology class to measure the efficiency of active learning techniques and the usefulness of ConcepTests in determining effective active learning approaches. Methods The PI lecture was conducted as part of an existing epidemiology class for fourth-year medical students at Okayama University on October 17, 2019. The lecture was conducted as follows. The lecturer taught the fundamental concepts of epidemiology and presented the ConcepTest to students. After answering the test, students were provided with the answer distribution, followed by peer discussion. After the discussion, students answered the ConcepTest again, and a new answer distribution was presented. Subsequently, the lecturer announced the correct answers and delivered a commentary. The ConcepTest comprised five questions, each related to fundamental concepts of epidemiology. Students’ responses to five ConcepTests were collected and analyzed by calculating the proportion of correct answers before and after the discussion, as well as PI efficiency to evaluate the PI lecture. Results Overall,121 students attended the epidemiology lecture. The proportion of correct answers before the discussion ranged from 0.217 to 0.458, and after the peer discussion they ranged from 0.178 to 0.767. The PI efficiency ranged from −0.051 to 0.657, and was higher than the theoretical value in three ConcepTests. The efficiency was about the same as the theoretical value in one ConcepTest, and lower than the theoretical value in another. Conclusion In this study, the efficiency of a PI lecture was determined by calculating the PI efficiency of each ConcepTest. The results showed that the educational efficiency of a ConcepTest in epidemiology lectures can be widely distributed, ranging from efficient to inefficient. Particularly in three ConcepTests, the proportion of correct answers after the discussion and the PI efficiency were higher than the theoretical value. This suggests that PI lectures can be useful in epidemiology education with the efficient use of ConcepTests.

A Lecture Improvement Consulting Case Study for Lecture Undervalued Professors

이 연구는 강의평가가 낮은 교수자를 대상으로 교수학습지원센터에서 실시한 강의개선 컨설팅 사례를 분석하고 시사점을 도출하는 데 있다. 강의평가의 목적은 수업과 강의의 질을 향상시키는 것으로 오늘날은 강의평가 개념에 대한 확장성이 요구된다. 교수업적평가 등의 사후관리보다는 강의역량 향상을 위한 강의개선, 환류체계 등의 사전평가가 강조되고 있다. 이를 위해 다수의 대학들은 강의평가 문항의 타당성과 신뢰성 확보에 노력하고 있다. 특히 학령인구의 감소에 따른 입학자원의 감소와 재정확충의 어려움은 대학의 위기를 가져왔으며, 강의 평가가 낮은 교수자의 강의역량은 선택아 아닌 필수가 되었다. K대학교의 강의개선 컨설팅 사업은 2017년 2학기 시작 전부터 논의되어 41명의 교원을 선정하였다. 강의개선 컨설팅 절차는 대상자 선정, 강의개선 컨설팅, 교수자의 강의개선과 성찰, 평가 및 사후관리 단계로 걸쳐 진행되었다. 연구 결과는 첫째, K대학교의 강의개선 컨설팅의 특징이 확인되었다. 둘째, 강의개선 컨설팅의 통계적 효과가 검증되었다. 셋째, 사전조사 강의평가 점수보다 사후조사 강의평가 점수가 상당히 향상된 (최)우선지원교원의 성공사례가 확인되었다. 이 연구결과를 바탕으로 논의 및 이론적, 실천적 시사점과 연구의 한계점을 제시하였다.The purpose of this study is to analyze the case of lecture improvement consulting conducted by the Center for Teaching and Learning for professors with poor feedback, namely poor evaluation scores regarding their lectures and to draw implications. The purpose of lecture evaluation is to improve the quality of instruction and lectures. Nowadays extensive exploration and further research into the concept of lecture evaluation is required. Pre-evaluations, such as the improvement of lecture competency, are emphasized rather than post-management such as the evaluation of a professor’s achievements. To this end, many universities are trying to secure the validity and reliability of the lecture evaluation questions. In particular, the decrease in admission resources and the difficulty of financial expansion due to the decrease in the school age population has about a crisis in universities, and the teaching ability of professors with low lecture evaluations became essential rather than optional. The lecture improvement consulting project of K University was discussed before the start of the second semester in 2017 and 41 professors were selected. The lecture improvement consulting process was carried out through a selection of subjects, lecture improvement consulting, each professor’s lecture improvement and reflection, and evaluation coupled with follow-up management. The research results are as follows. First, the characteristics of K University s lecture improvement consulting were confirmed. Second, the statistical effect of lecture improvement consulting was verified. Third, the success cases of the (first) priority support professors were significantly improved, compared to the pre-test lecture evaluation scores. Based on the results of this study, discussions and theoretical and practical implications and limitations of the study were presented.

대학의 교수역량 자가 진단결과 분석과 강의평가와의 관련성 탐색

본 연구의 목적은 대학에서 교수들의 교수역량 자기보고 점수를 알아보고 개인별 변인에 따른 차이점과, 학생들이 평가한 강의평가 점수와의 관련성, 그리고 강의평가에 영향을 미치는 교수역량 하위변인을 알아보고자 하는 것이다. 이를 위해 충청도에 소재한 N대학에서 2019년 11월 168명의 교수를 대상으로 교수역량 검사를 실시했으며, 강의평가 점수는 2019-2학기 기말고사 이후 학생들이 평가한 점수를 활용하였다. 수집된 데이터는 SPSS 21.0으로 기술통계, t-검증, ANOVA, Pearson r, 그리고 다중회귀분석을 실시하였다. 연구결과 교수역량은 기본역량에 비해 강의역량이 점수가 낮았으며, 하위 영역 중에는 교수로서의 전문성 및 신념이 가장 높았다. 성별, 직급별, 재직기간별 차이는 없었으며, 오직 계열별로 차이가 유의미하게 나타났다. 강의평가와 교수역량 중 교수학습설계, 강의운영, 상호작용, 동기부여가 유의미한 상관관계를 가졌으며, 회귀분석 결과 강의평가에는 교수-학습설계 역량이 유의미한 영향을 미치는 요인으로 검증되었다. 본 연구의 결과는 한 대학의 풍토와 특성에 맞는 교수자 역량개발 프로그램 개발에 활용될 수 있다.

The role of self and peer assessment in Higher Education

ABSTRACT Self-assessment and peer assignment have clear advantages for the training of responsible, critical, and reflective professionals. In recent years, self and peer evaluation have also been shown to be even more effective than lecturer evaluation when we assure anonymity through online platforms learning tools. Therefore, self and peer assessments are to become a core aspect of student-centred evaluation processes in Higher Education. Besides, a high concordance with lecturer evaluation may allow lecturers to also benefit from self and peer evaluation without an increase in their workload. In the present work, we compare the formative evaluation from the lecturer with the self and peer assessments through a virtual learning environment. The subject of study if formed by assessments prepared by students in a first-year course in a Social Sciences degree at the Universidade de Vigo, Spain. We find a strong concordance between peer assessment and lecturer assignment, and a moderate agreement between self-assessment and lecturer assignment. These results show that students perform well as peer evaluators, with peer assignment being a procedure with high validity and reliability.

IDENTIFY METHODS OF TEACHING AND LEARNING TO CREATE INTEREST, SELF-STUDY, AND CREATIVITY OF STUDENTS

Purpose: This research indicates the need to identify the right teaching and learning methods, ways to design teaching and learning methods for lecturers, and students in Vietnam's higher education system. From there, point out the limitations of current teaching methods and the advantages when teachers and learners design their new teaching and learning methods.&#x0D; Methodology: This research uses qualitative and quantitative research methods through interviews about teaching methods of lecturers and student learning methods; evaluation of lecturers and students about the advantages and disadvantages of the current teaching and learning method. Respondents included 1.000 students and 130 lecturers at several universities in the Ho Chi Minh City of Vietnam.&#x0D; Main Finding: Based on these data and analysis, this study shown a new paradigm in developing active teaching and learning methods for lecturers and students, optimal methods for achieving the expectations that teaching strategies and active learning by the instructors and students.&#x0D; Implications/Applications: This study contributes to the development of positive teaching and learning strategies, creating interest, and promoting students' self-study ability. The results will help lecturers, and students build proper teaching and learning strategies, creating funny, development capacity, and creativity of students.&#x0D; Novelty/Originality: The research, analyze and design the essential contents of the strategy development process for both teachers (lecturers) and learners (students). The main contributions of the research are the initial conditions necessary for teachers and students to develop effective teaching and learning strategies for themselves.

Evaluation Of Lecturer Education And Teaching Performance Through E-Monevin Using K-Nearest Neighbor (K-NN) Algorithm

In implementing the performance evaluation of lecturers, a monitoring and evaluation Information System based system has been developed, better known as e-monevin. Assessment is conducted by students on lecturers who take courses taken by students in the current semester. The results of the student assessment are taken into consideration in the assembly of lecturers. Performance is a way, behavior, and ability of a person. The performance of lecturers is assessed by how to carry out their duties and responsibilities as educators in delivering material to students. Measurement and evaluation of lecturers’ performance seen from several aspects one of which is the field of education and teaching. The purpose of this study is to determine the performance of lecturers in the field of education and teaching through e-mononevin using Rapid Miner software in data processing. The data processing technique used is the K-Nearest Neighbor (K-NN) algorithm. From the test results that have been done using the K-NN algorithm in K-Fold Cross Validation with different number of validations, the best accuracy value obtained shows that the K-NN algorithm using number of validation 6 and 9, with an accuracy value of 96.30 %.

Histology Education in an Integrated, Time‐restricted Medical Curriculum – Academic Outcomes and Students’ Study Adaptations

In an ever‐changing medical curricular environment, time dedicated for anatomical education has become more and more curtailed. This happened at the University of Michigan Medical School when the period of preclinical medical education was reduced from two years to one year starting with the academic year 2016–17. Histology instruction remained integrated in organ system courses, but all faculty‐guided laboratory sessions were completely removed, reducing histology teaching to a lecture‐only format and requiring students to study virtual histological slides from a course website on their own time. In accordance with the shortened instructional time, the number of histology examination questions was reduced more than twofold. We investigated changes in students’ histology examination results, surveyed their motivation to learn histology, and assessed their use of histology educational material and opportunities before and after these curricular changes were implemented. Students’ motivation to learn histology and their evaluation of histology lectures slightly increased in the new curriculum. However, they devoted less study time to learning histology and used the course website and supplementary learning material less than students in the old curriculum. Students’ cumulative histology examination scores over the entire M1 year were significantly lower in the new curriculum and the number of students with overall scores under 75%, which is considered a failing performance, increased more than fifteenfold. Aside from the shorter instruction time, the decision to not provide histology performance subscores to students may also have contributed to this decrease in academic performance. In addition, we suspect that a decentralization of curricular organization, leaving decisions to individual organ system course directors about the integration and time dedicated for longitudinal histology instruction, may have played a role in decreasing consistent histology education in the new curriculum. This study received a non‐regulated status from the University of Michigan IRB (HUM00162947).