Evaluation Of Teaching Effectiveness Research Articles

Exploring the School-running and Educational Administration Mode in Open Higher Education

After analyzing the impact of MOOC on higher education, we propose a new teaching mode of higher education. This mode will promote the education mode transition from exam-oriented to quality-oriented, from teacher-based to student-centered and the education thought transition from professional to general of our country. To solve the most crucial issue of the mutual recognition mechanism of credits in MOOC sharing process, MOOC alliance credit mechanism based on the level of mutual recognition mechanism is established. The MOOC teaching quality certification standard is established. According to the MOOC practice, the MOOC recognized by the school is included in the training and teaching plan. MOOC teaching effect evaluation method and attending online course credit recognition method of student are formulated.

Are Grades Inflated for Good Teaching Evaluations? Evidence From Bangladesh

The hazard of excessive reliance on using student evaluations of teaching effectiveness, namely, teaching evaluations, has been found to be a contributing factor towards grade inflation. As performance evaluation of faculty members are largely dependent on these teaching evaluations, there is a significant incentive for course instructors to give higher, potentially inflated, grades to students in return for favorable teaching evaluations as positive reciprocity. The likelihood of grade inflation is further exacerbated for part-time and adjunct faculty members, who rely more on good teaching evaluations than their full-time compatriots. This study investigated the question of whether the use of teaching evaluations has been a contributing factor towards grade inflation at a certain private university in Bangladesh. Analyzing the data for 98,362 student evaluations of more than 3,653 course sections, taught by more than 350 faculty members, this study examined the relationship between teaching evaluation and average class grade for courses offered during Spring 2012, Summer 2012, and Fall 2012 semesters at this university. As a novel econometric analysis in such research, instrumental variable estimation is undertaken, whereby statistically significant results indicate a positive relationship between teaching evaluation and average class grade for courses, after controlling for latent variables, such as teaching quality and other independent variables. The conclusion that higher grades beget high evaluation scores regardless of teaching quality indicates grade inflation for ensuring good teaching evaluation.

Application of case-based multidisciplinary team teaching mode in clinical practice teaching of gynecology

Objective To explore the feasibility and evaluate the teaching effect of case-based multidisciplinary team teaching mode in clinical practice teaching of gynecology. Method According to different grade, 120 students were divided into experimental group and control group (60 students per group). The teaching content contained three malignant tumor cases, which were cervical cancer, endometrial cancer and ovarian cancer. The course needed 12 periods totally. The experimental group received multidisci-plinary team (MDT) teaching mode, and the control group received traditional lecture-based learning teaching mode (LBL). Teaching effect evaluation and test scores would be analyzed at the end of teaching. SPSS19.0 was used for t test and chi-square test. Results Our results showed that the theory test scores, practical skills test scores, the paperwork scores and the total scores of the students in MDT group were significantly higher than those in the traditional group (P<0.05). At the same time, the students' self-evaluation scores in the ability of information retrieval, acquisition, understanding, comprehensive and the ability of self-learning, learning interest, enthusiasm and teamwork were significantly higher than the traditional group (P<0.05). Conclusion MDT teaching mode is feasible, which can improve teaching effect and students' quality, and is worthy of advocating and popularization. Key words: Gynecology; Multidisciplinary team; Case-based learning; Clinical internship teaching

Understanding and evaluating teaching effectiveness in the UK higher education sector using experimental design

PurposeThe purpose of this paper is to demonstrate the power of experimental design as a technique to understand and evaluate the most important factors which influence teaching effectiveness for a postgraduate course in a higher education (HE) context.Design/methodology/approachThe methodology involves the execution of a case study in the form of an experiment in a business school setting. The experiment was carried out with the assistance of over 100 postgraduate students from 26 countries. The data were collected over a two year period (2015 and 2016) from a postgraduate course offered by the same tutor for repeatability reasons.FindingsThe key findings of the experiment have clearly indicated that students’ perceptions of teaching effectiveness based on intuition and guesswork are not identical to the outcomes from a simple designed experiment. Moreover, the results of the experiment provided a greater stimulus for the wider applications of the technique to other processes across the case study HE sector.Research limitations/implicationsOne of the limitations of the study is that the experiment was conducted for a popular postgraduate course. It would be beneficial to understand the results of the experiment for less popular postgraduate courses in the university in order to drive improvements. Moreover, this research was conducted only for postgraduate courses and the results may vary for undergraduate courses. This would be an interesting study to understand the differences in the factors between undergraduate and postgraduate teaching effectiveness.Practical implicationsThe outcome of this experiment would help everyone who is involved in teaching to understand the factors and their influences to improve students’ satisfaction scores during the delivery of teaching.Originality/valueThis paper shows how experimental design as a pure manufacturing technique can be extended to a HE setting.

Do We See Eye to Eye? Moderators of Correspondence Between Student and Faculty Evaluations of Day-to-Day Teaching

Students and instructors show moderate levels of agreement about the quality of day-to-day teaching. In the present study, we replicated and extended this finding by asking how correspondence between student and instructor ratings is moderated by time of semester and student demographic variables. Participants included 137 students and 5 instructors. On 10 separate days, students and instructors rated teaching effectiveness and challenge level of the material. Multilevel modeling indicated that student and instructor ratings of teaching effectiveness converged overall, but more advanced students and Caucasian students converged more closely with instructors. Student and instructor ratings of challenge converged early but diverged later in the semester. These results extend our knowledge about the connection between student and faculty judgments of teaching.

Teaching effectiveness of lecturers with polytechnic or university basic business education in Nigeria

The objective of this research was to investigate the difference in the teaching effectiveness of lecturers who obtained basic business education from polytechnics and universities in Nigeria before acquiring higher degrees. The study adopted a survey-descriptive design. One research question and one null hypothesis were formulated to guide the study. Two thousand five hundred and forty-six students and one hundred and four lecturers of Federal Polytechnic, Nekede, Owerri and Nnamdi Azikiwe University, Awka constituted the population from which stratified random samples of seventy-two (72) students and eighteen (18) lecturers were identified for data gathering. Teaching Effectiveness Evaluation Scale (TEES) instrument was constructed with which students rated the teaching effectiveness of lecturers. Data were analyzed with the Spearman’s Rank Order. Results showed R = 0.56, coefficient of determination = 31% and coefficient of regression = 0.72. It was found that lecturers who ND/HND from polytechnics before getting higher degrees from universities taught more effectively than their colleagues who obtained B.Ed, B.Sc or B.B.Ed before getting higher degrees. Three recommendations were made one of which was that both Polytechnics and Universities should organize regular seminars and workshops for lecturers who lacked effective teaching skills.Keywords: Teaching Effectiveness Lecturers Basic Education Polytechnics Universities

Enfranchising the profession through evaluation: a story from Australia

Educational reform in Australia recognizes the need for an effective teacher evaluation system but has fallen short of actually prescribing one. Current practice does not align to policy intent, with teacher evaluation largely an exercise in compliance around performance management as opposed to a process that promotes evaluative thinking, continuous improvement and connection to student outcomes. The recent introduction of the Australian Professional Standards for Teaching has gone some way to providing a common language and the idea of a nationally acceptable pathway for teacher development and performance. Nonetheless, two things are missing in the Australian context: the privileging of developing evaluative mindsets in teachers and school leaders and the tools and methods that provide the ‘how’ of evaluation and support this thinking. Situated against a period of reform in Australia’s diverse federal and multi-sectoral education system, this article first provides an analytical review of the Australian approach to teacher evaluation. It then presents two innovative approaches that support the process of evaluation and the broader information needs of an evaluation system while developing teachers’ and school leaders’ evaluative thinking which engages evidence-informed change and ultimately more sustainable outcomes for the education system.

Effects of modified PBL teaching method on the new nurse training in gerontology department

Objective To explore the effects of modified problem-based learning (PBL) teaching method on new nurse training in geriatric department. Methods From January to December 2016, a total of 63 intern nurses in the Geriatric Department of Nanjing Drum Tower Hospital were selected and randomly divided into control group (n=31) and observation group (n=32) . The traditional PBL teaching method was applied in the control group, while the modified PBL teaching method was implemented in the observation group. The teaching effects were assessed and compared between the two groups with theoretical examination and practical skill assessment, and nursing teaching effect evaluation scale. Results The results of theoretical examination and practical skill assessment of the observation group were (93.28±3.56) and (95.35±2.64) respectively, which were both significantly higher than those of the control , (85.32±2.94) and (88.81±2.73) , and the differences were statistically significant (P<0.001) . The teaching effects approval rate of the observation group was higher than that of the control group, and the difference was statistically significant (P<0.05) . Conclusions The modified PBL teaching method can help to improve the theoretical level and practical skills of geriatric nurses, and promote the improvement of the teaching quality of nursing. Key words: Nurses; Modified problem-based learning teaching method; Geriatrics

Ignite the Sparks of BYOD Teaching Mode of Universities

With the constant development of the technology and the society, BYOD is an inevitable issue of the education field. Universities, as the frontier position of the educational field, properly bring the "BYOD" (Bring Your Own Device) to the class, which enriches the teaching means and further extends the teaching space. It promotes the development of the teaching mode in the reformation of teaching process of boosting the distribution and acquisition of teaching resources, teaching interaction and effect evaluation.

Correlates of Teaching Effectiveness of the General Education Faculty in a State University of the Philippines

Universally recognized and accepted as a direct and promising strategy to improve education outcomes is improving the teacher quality and measuring teaching effectiveness. This study investigated variables that influence the students’ evaluation of the teaching effectiveness of the general education (GE) faculty of a state university in the Philippines for the Second Semester, School Year 2014-2015. It looked into factors pertaining to the professional profile of the GEfaculty members that affect the students’ evaluation of the faculty teaching with the use of correlational research design. Findings revealed that of the variables considered, length of service in the teaching profession has a significant inverserelationship with the students’ evaluation of the faculty members’ teaching effectiveness particularly regarding their commitment. The findings suggest that e GE faculty should continue to live up to the precept that teaching is a vocation. ger. The faculty members whether in the early years of teaching or the experienced faculty must be likewise provided with faculty development programs. The university should consider a shift to online student evaluation of faculty teaching effectiveness.

Teacher supervision and evaluation challenges: Canadian perspectives on overall instructional leadership

This inquiry focuses on the overall instructional leadership approaches used by exemplary principals in three high performing Canadian provinces to overcome three persistent obstacles to effective teacher supervision and evaluation: (a) the management challenge, (b) the complexity challenge, and (c) the learning challenge. Analysis of data collected from interviews, focus groups, observations, field notes, documents, artifacts, and reflective research journals yielded the following four assertions: (a) Shared, distributed, and collective approaches to overall instructional leadership deepen and widen impact. (b) Effective supervision and evaluation are part of a career-long continuum of practice that fosters teacher growth while ensuring quality teaching. (c) There are multiple learning pathways to effective overall instructional leadership. (d) Policy contexts that place teacher supervision and evaluation practice within a broader conception of overall instructional leadership are beneficial.

Model Innovation and Teaching Effect Evaluation of Accounting Teaching in Higher Vocational Colleges in the Era of Big Data

In the era of big data, all walks of life are affected by internet, internet of things and cloud computing, the big data brings qualitative change to accounting development, and enterprise’s demand for accounting talents is also changing. However, in the traditional higher vocational colleges, there are some problems in accounting teaching, such as the low awareness of internet, too much attention to theoretical knowledge and the weakness of teachers. In the face of the change of the new situation, higher vocational colleges, which train the specialized accounting talents for enterprises, should make positive changes. This paper analyzes the predicament of accounting education in higher vocational colleges, and points out that under the background of big data, the teaching of accounting in higher vocational colleges should emphasize the cultivation of professional practice ability, optimize the setting of accounting courses, and construct the monitoring mode of digital teaching effect evaluation.

Film Music Teaching Effect Evaluation from the Perspective of Audience Immersion

With the continuous improvement of national education level and system, film music teaching method has been greatly promoted in the classroom, especially the audience immersion, as the standard of classroom quality and effect evaluation, which has been recognized by experts inside and outside the education circle. Therefore, this paper uses the analytic hierarchy process to analyze and calculate the teaching objective, content, structure, method and effect, and establishes a reasonable teaching effect evaluation hierarchy model, obtaining the weight and consistency test results of each index element. Finally, the paper quantitatively summarizes the synthetic weight of index layer and obtains the final teaching evaluation results, which have a certain practical reference value to improve the teaching results of education workers.

Using Observational Assessment to Inform Professional Development Decisions: Alternative Scoring for the Danielson Framework for Teaching

The Framework for Teaching (FFT) is one of the most widely used observational systems for evaluating teacher effectiveness and driving professional development conversations in schools. This study contrasts reliability and validity evidence relevant to the FFT as traditionally scored with evidence relevant to a composite scoring approach that connects to specific practice feedback. The FFT is typically interpreted at the domain level and at an overall total level using four categories of teacher effectiveness—unsatisfactory, basic, proficient, and distinguished—scored without computational rules governing relationships between the 22 components and four domains. For this study, the composite scoring approach was computed by averaging the components nested within each domain. A sample of 156 teachers and 34 trained school administrators from 12 high-poverty charter schools used the FFT as part of regular evaluation practices, yielding an extant set of de-identified data. Results indicate the composite scores were internally consistent at the domain and total levels. In comparison with traditional scores, the composite scores were more stable across time, as well as more predictive of student growth in reading and mathematics achievement. Implications for professional development and educator evaluation are discussed.

The Affection of Student Ratings of Instruction toward EFL Instructors

Student ratings of instruction can be a valuable indicator of teaching because the quality measurement of instruction identifies areas where improvement is needed. Student ratings of instruction are expected to evaluate and enhance the teaching strategies. Evaluation of teaching effectiveness has been officially implemented in Taiwanese higher education since 2005. Therefore, this research investigated Taiwanese EFL university instructors’ perceptions toward student ratings of instruction and the impact of student ratings of instruction on EFL instructors’ classroom teaching. The data of this quantitative study was collected by 21 questionnaires. 32 qualified participants were selected from ten universities in the northern part of Taiwan. The results indicate those EFL instructors’ perceptions and experiences toward student ratings of instruction affects their approach to teaching, but EFL instructors do not prepare lessons based on the results of student ratings of instruction.

Similarities and dissimilarities in the teaching of English and French in a dual language instructional setting

ABSTRACT This study investigates the relationships between the observed quality of classroom teaching assessing Atmosphere, Instruction, Management and Student Engagement, (AIMS, Roehrig, A. D., and E. Christesen. 2010. ‘Development and Use of a Tool for Evaluating Teacher Effectiveness in Grades K-12.’ In Innovative Assessment for the 21st Century, edited by V. J. Shute, and B. J. Becker, 207–228. New York, NY: Springer), and growth in reading and listening comprehension across grade 4 in typical English-French dual language learners. For the majority, (67%), English was a first language (L1), for 16% French was an L1. N = 332 children in 36 classrooms were assessed on reading and listening comprehension measures and observed in the fall and winter semesters in English and French. Results showed that, overall, ratings of AIMS sub-scales did not differ markedly across English and French classrooms. Classroom teaching quality ratings were not, however, correlated across English and French classes. AIMS ratings in either language for Atmosphere were reliable and relatively stable between fall and winter, as was Management in English. AIMS ratings predicted growth in classroom-level variance in reading and listening for English and French both concurrently and longitudinally. These results suggest that there are broad, stable commonalities in effective teaching in English and French classrooms that can be validly and reliably observed. Practically, such observations of (majority) second language teaching quality can facilitate assessment of student needs and mentoring and development needs of teachers.

Aligning Practice to Policies: Changing the Culture to Recognize and Reward Teaching at Research Universities.

Recent calls for improvement in undergraduate education within STEM (science, technology, engineering, and mathematics) disciplines are hampered by the methods used to evaluate teaching effectiveness. Faculty members at research universities are commonly assessed and promoted mainly on the basis of research success. To improve the quality of undergraduate teaching across all disciplines, not only STEM fields, requires creating an environment wherein continuous improvement of teaching is valued, assessed, and rewarded at various stages of a faculty member's career. This requires consistent application of policies that reflect well-established best practices for evaluating teaching at the department, college, and university levels. Evidence shows most teaching evaluation practices do not reflect stated policies, even when the policies specifically espouse teaching as a value. Thus, alignment of practice to policy is a major barrier to establishing a culture in which teaching is valued. Situated in the context of current national efforts to improve undergraduate STEM education, including the Association of American Universities Undergraduate STEM Education Initiative, this essay discusses four guiding principles for aligning practice with stated priorities in formal policies: 1) enhancing the role of deans and chairs; 2) effectively using the hiring process; 3) improving communication; and 4) improving the understanding of teaching as a scholarly activity. In addition, three specific examples of efforts to improve the practice of evaluating teaching are presented as examples: 1) Three Bucket Model of merit review at the University of California, Irvine; (2) Evaluation of Teaching Rubric, University of Kansas; and (3) Teaching Quality Framework, University of Colorado, Boulder. These examples provide flexible criteria to holistically evaluate and improve the quality of teaching across the diverse institutions comprising modern higher education.

Teaching effectiveness evaluation on classroom-site segmented discussions of a patient case in inter-nal environment system

Objective To provide reliable reference for improving teaching methods of case discus-sion, the teaching effectiveness evaluation on segmented discussions of a patient case was completed in internal environment system. Methods The questionnaire survey was conducted among 250 clinic students of 8-year program and of 5-year program to investigate the teaching effectiveness following implementation of the teaching plan called classroom-site segmented study of patient case debate competi-tion seminars. The contents of questionnaire survey included: the students' view on characteristics and advantages of this teaching plan and the reasons for favoring and supporting the plan. Investigation was conducted using an anonymous questionnaire. A total of 250 questionnaires were distributed and 247 valid questionnaires retrieved. Data collection and analysis were performed by using Excel and SPSS 17.0 statistical software, percentage of each observing parameter was calculated. Results ①The students' view on ad-vantages of the plan included following: reducing students' study burden by 78.5% (194/247), increasing the students' engagement in class activities by 85.4% (211/247), improving teaching quality in class discus-sion by 80.5% (198/246), enhancing team spirit among students by 78.5% (194/246), expanding students' thinking and exploring space by 84.5% (207/245), and similarity of this teaching plan to clinical diagnosis and treatment process reached to 84.0% (197/235). ②The students' reasons for favoring and supporting this plan included: reducing students' study burden by 83.4% (206/247), improving teaching quality in class discussion by 72.4% (179/247), and training students' ability to search clinical information by 82.4% (203/247). Conclusion Implementation of the teaching plan, classroom-site segmented study of patient case debate competition seminars, in internal environment system has reduced students' study burden, improved teaching quality, and effectively trained students' clinic thinking, which is widely welcomed by students, therefore providing a positive valuable reference to other discussion class. Key words: Internal environment; Case discussion; Teaching plan; Effectiveness evaluation

Differential Item Functioning in Students Rating of Teaching Effectiveness Surveys in Higher Education According to Academic Disciplines: Data from a Saudi University

This study explored academic discipline as a source of differential item functioning(DIF) in students’ rating of teaching quality and effectiveness at higher education institutions. Data utilized in this study was collected by Imam Abudalruman Bin Faisal University - KSA. The total number of surveys analyzed for the purpose of this study is 36459 from three colleges: Education, Health, and Engineering. Using Extended Rasch model (Rating Scale Model), the results show that the instrument contains four DIF items. The content of these four items confirm the possibility of considering discipline as a source of DIF items in students evaluation of teaching in higher education. Moreover, the results of the current study show that removing DIF items from the instrument increases construct validity.

Differential Item Functioning in Students Rating of Teaching Effectiveness Surveys in Higher Education According to Academic Disciplines: Data from a Saudi University

This study explored academic discipline as a source of differential item functioning(DIF) in students’ rating of teaching quality and effectiveness at higher education institutions. Data utilized in this study was collected by Imam Abudalruman Bin Faisal University - KSA. The total number of surveys analyzed for the purpose of this study is 36459 from three colleges: Education, Health, and Engineering. Using Extended Rasch model (Rating Scale Model), the results show that the instrument contains four DIF items. The content of these four items confirm the possibility of considering discipline as a source of DIF items in students evaluation of teaching in higher education. Moreover, the results of the current study show that removing DIF items from the instrument increases construct validity.