Teaching Evaluation Model Research Articles

The Brazilian higher education evaluation model: “SINAES” sui generis?

A study applied to the context of Higher Education (HE) accreditation and evaluation in Brazil. It discusses recent reforms within the context of the Brazilian evaluation model. The changes brought by the new resolutions published in 2016 have been presented, and a conceptual mapping of the HE evaluation model has been drawn. The objectives were to explain, longitudinally, the ways used by monitoring agencies/bodies to assess performance, and to assure a quality HE. The research methodology used a combination of multiple qualitative methods to present results as conceptual maps. The study may contribute to improving quality, based on best practices in the evaluated model.

District stressors and teacher evaluation ratings

PurposeFederal and state policymakers in the USA have sought to better differentiate the performance of K-12 teachers by enacting more rigorous evaluation policies. The purpose of this paper is to investigate whether these policies are working as intended and explore whether district stressors such as funding, enrollment, and governance are associated with outcomes.Design/methodology/approachThe authors examined teacher evaluation ratings from 687 districts in Michigan to identify the relationship between district stressors and two outcomes of interest to policymakers: frequency of high ratings and variation of ratings within districts. A qualitative index of variation was used to measure variation of the categorical rating variable.FindingsAbout 97 percent of teachers in Michigan are rated effective or highly effective, and variation measures indicate overwhelming use of only two ratings. Charter school districts have fewer teachers rated highly than traditional districts, and districts with higher fund balances have more teachers rated highly. Districts with increasing fund balances have higher variation.Practical implicationsThe findings suggest that district stressors presumably unrelated to teacher performance may influence teacher evaluation ratings. State teacher evaluation reforms that give districts considerable discretion in designing their teacher evaluation models may not be sufficient for differentiating the performance of teachers.Originality/valueThis research is important as policymakers refine state systems of support for teacher evaluation and provides new evidence that current enactment of teacher evaluation reform may be limiting the value of evaluation ratings for use in personnel decisions.

Factors associated with adherence to asthma treatment with inhaled corticosteroids: A cross-sectional exploratory study

ABSTRACTBackground: Understanding factors at the patient, provider or organizational level associated with inhaled corticosteroids (ICSs) adherence is important when planning adherence-enhancing interventions. Objective: To explore factors associated with adherence to ICS among patients with asthma aged 12–45 years. Methods: A cross-sectional study was conducted among patients with asthma reporting ICS prescription during the baseline interview of an intervention study. Three methods were used to measure ICS adherence: a 4-item self-report questionnaire, a single question (SQ) measuring past 7-day exposure to ICS and a medication possession ratio (MPR, i.e., the sum of ICS days of supply/365). We assessed 46 potential factors of ICS adherence derived from the Predisposing, Reinforcing and Enabling Constructs in Educational Diagnosis and Evaluation (PRECEDE) model. Their association with ICS adherence was measured using multivariate logistic regressions. Results: Among the 319 participants included, 16.0% were deemed adherent according to the 4-item questionnaire. This proportion was 43.0% and 9.1% for the SQ and the MPR method, respectively. Ten factors were associated with good ICS adherence. Among these factors, four were associated with adherence through one of the measuring methods: a low family income level, a high number of asthma drugs used, a good knowledge of asthma pathophysiology and the perception that following the ICS prescription was easy. Two factors emerged through more than one measure: perceiving asthma severity as moderate to very severe and perceiving a high risk of death if ICSs are not taken as prescribed. Conclusion: ICS adherence was poor in those individuals with asthma. Future adherence-enhancing interventions could target the identified modifiable risk factors.Trial registration: ClinicalTrials.gov Identifier NCT02093013

Effect analysis of PDCA management applied in the teaching of the operation of spinal surgery practice nurses to reduce nursing errors

Objective To study the application effect of PDCA management mode in the teaching process of practice nurses in spine surgery to reduce the occurrence of nursing errors. Methods A total of 35 practice nurses in spine surgery from March 2014 to March 2015 received the routine teaching mode were set as control group, and 35 practice nurses from April 2015 to April 2016 implemented PDCA management mode were set as intervention group. The occurrence rate of nursing adverse events in two years was observed, and the interns for clinical teaching evaluation model of quality and satisfaction and the intern examination results were summarized. Results The incidence of nursing adverse events was 22.86% (8/35) in control group, and 2.86% (1/35) in intervention group, the difference was statistically significant (χ2= 17.85, P= 0.00). The intern teacher for clinical teaching content arrangement, teaching attitude, detail guidance and skills training indicators evaluation score were (15.46±1.03), (14.18±1.06), (14.61±1.11), (13.30±1.07) points in control group, and (18.26±1.00), (18.48±0.51), (19.43±0.21), (19.16±0.28) points in intervention group, the differences were statistically significant (t= 11.54-31.34, P < 0.01). The interns given theory and skills examination results were (80.15±1.61), (85.16±1.02) points in control group, and (93.10±2.01), (91.06±2.03) points in intervention group, the difference was statistically significant (t=29.75, 15.36, all P=0.00). The clinical teaching satisfaction was 57.14% (20/35) in control group, and 80.00% (28/35) in intervention group, the difference was statistically significant (χ2= 12.12, P=0.00). Conclusions PDCA management model applied to clinical practice in department of orthopedics teaching process, can effectively improve the intern theory knowledge and skills to master the ability, most of the interns examination results are more optimistic, and for this kind of management pattern for the process of teaching evaluation of higher satisfaction, the teachers care under the guidance of intern nursing mistake, nursing adverse events is low, this method is worthy of promotion. Key words: PDCA management mode; Spinal surgery; Practice teaching; Nursing operation error

Design and Development Computer-Based E-Learning Teaching Material for Improving Mathematical Understanding Ability and Spatial Sense of Junior High School Students

This paper aims to make a design and development computer-based e-learning teaching material for improving mathematical understanding ability and spatial sense of junior high school students. Furthermore, the particular aims are (1) getting teaching material design, evaluation model, and intrument to measure mathematical understanding ability and spatial sense of junior high school students; (2) conducting trials computer-based e-learning teaching material model, asessment, and instrument to develop mathematical understanding ability and spatial sense of junior high school students; (3) completing teaching material models of computer-based e-learning, assessment, and develop mathematical understanding ability and spatial sense of junior high school students; (4) resulting research product is teaching materials of computer-based e-learning. Furthermore, the product is an interactive learning disc. The research method is used of this study is developmental research which is conducted by thought experiment and instruction experiment. The result showed that teaching materials could be used very well. This is based on the validation of computer-based e-learning teaching materials, which is validated by 5 multimedia experts. The judgement result of face and content validity of 5 validator shows that the same judgement result to the face and content validity of each item test of mathematical understanding ability and spatial sense. The reliability test of mathematical understanding ability and spatial sense are 0,929 and 0,939. This reliability test is very high. While the validity of both tests have a high and very high criteria.

A Document Analysis of Teacher Evaluation Systems Specific to Physical Education

Purpose: The purpose of this document analysis study was to examine current teacher evaluation systems, understand current practices, and determine whether the instrumentation is a valid measure of teaching quality as reflected in teacher behavior and effectiveness specific to physical education (PE). Method: An interpretive document analysis study was conducted on three teacher evaluation systems with documents collected from 10 school districts from the western United States. The three teacher evaluation systems were (a) the Danielson Framework for Teaching (FFT), (b) the Teacher Advancement Program (TAP), and (c) Marzano’s Teacher Evaluation Model. The National Association of Sport and Physical Education (NASPE) PE teacher evaluation instrument was used in this study as a comparative tool to determine whether the targeted knowledge, skills, and behaviors within PE settings were present within the three teacher evaluation systems. Findings: Two systems had a high percentage of the NASPE key items present (TAP 87.5%, FFT 82.5%). The Marzano model had the least number of NASPE key items present within its system (62.5%). Conclusion: The TAP and FFT tools appear to be appropriate for use in evaluating PE teachers, contingent on at least two criteria: (a) school administrators having completed proper training on the use of the evaluation tool and (b) the evaluator having adequate PE-specific content knowledge and pedagogical content knowledge. Subscribe to TPE

Comprehensive Evaluation Model of Physical Education Based on Grey Clustering Analysis

This paper first introduces the implementation scheme design of the comprehensive evaluation of physical education, and then uses examples to verify the effect of the model constructed in this study, with the application of the traditional evaluation method, namely total score method into the practice to be analysed by comparing with the model of this study. Through practical test, it is obtained that the evaluation index system in this study is basically scientific, reasonable and feasible, and the evaluation result is basically consistent with the actual situation, thus it verifies the conclusion that the model in the case of small sample can ensure the validity of the evaluation results.

Partnerships Enhancing Practice

In higher education, current teaching evaluation models typically involve senior faculty evaluating junior faculty. However, there is evidence that peer-to-peer junior faculty observations and feedback may be just as effective. This descriptive case study utilized an inductive analysis to examine experiences of six special education early career faculty, from different institutions, using the partnerships that enhance practice (PEP) model for technology-based observations of teaching in higher education. PEP paired early career faculty into dyads. Each participant served as a provider and a recipient of feedback on teaching. The data were derived from semistructured interviews with each dyad and additional information was obtained from four instruments that facilitated peer-to-peer observations. Findings suggest this technology-based model has the potential to improve teaching skills and serve as a tool for developing professional partnerships among special education early career faculty across institutions.

Teacher evaluation in Illinois: school leaders’ perceptions and practices

The aim of the current study is to assess school leaders’ perceptions and practices in the context of a new policy that emphasizes teacher evaluation. The study draws from survey data of 606 K-12 school leaders in the USA in a state implementing a new teacher evaluation model under Race to the Top. Findings illustrate that school leaders spent significant time on teacher evaluation. Some felt this was a good investment of time (e.g., rich conversations with teachers), increasing the ability for evaluations to improve instruction. Most, however, perceived the time demands as a cost (e.g., spending longer hours on the job, delegating more tasks to others). School leaders felt very confident in their ability to conduct observations and provide feedback to teachers. The opposite was found for student achievement data. Administrators’ reported preparedness, confidence, and beliefs suggest that barriers exist to using student achievement data to evaluate teachers. Findings suggest that school leaders need resources to build capacity, particularly in accommodating the new time demands of teacher evaluation. Administrators could benefit from professional development that addresses the use and value of student achievement if this measure continues to be a substantial component in teacher evaluation models.

A Rational and Manageable Value-Added Model for Teacher Preparation Programs

Educators struggle with “value-added” teacher evaluation models based on high-stakes student assessments. Despite validity and reliability threats, these models evaluate university-based teacher preparation programs (TPPs), and play a role in state and professional accreditation. This study reports a more rational value-added evaluation model linking student performance to teacher candidates’ lessons during Practicum and Student Teaching. Results indicate that K-12 students showed learning gains on these lessons, with mixed findings on comparisons of part-time to full-time internships, academic and functional lessons, and candidates’ grade point averages (GPAs). Results indicated that teacher candidates’ lessons are a viable value-added model (VAM) alternative for TPPs.

Análisis del modelo de evaluación del desempeño docente en el marco de la reforma educativa Mexicana

El objetivo de este artículo es analizar y representar gráficamente el modelo de evaluación del desempeño docente en el marco de la reforma educativa mexicana, con el fin de clarificar sus elementos, las relaciones entre ellos y la estructura que los articula. El contenido central está estructurado en cuatro apartados. En primer término se presentan los cambios en la carrera docente en el contexto latinoamericano. En un segundo apartado se describe la Reforma Educativa mexicana. En tercer lugar se explica el proceso de evaluación del desempeño docente. El cuarto apartado describe y analiza el modelo de evaluación del desempeño generado a partir del análisis de los textos centrales de la reforma. Finalmente se discute dicho modelo y se presentan algunas reflexiones a modo de conclusión.

More than a Score: Neoliberalism, Testing & Teacher Evaluations

UNESCO's Education for All initiative, whatever its architects may have intended, has coincided with an acceleration of the neoliberal agenda to restructure public education along market lines. In the advanced countries, this has provided the corporate-driven education reform groups a political framework to advocate expansive and stringent teacher evaluation schemes at the K-12 level. A recent OECD document, for the 21st Century: Using evaluation to improve teaching, states: highly visible teacher appraisal...provides opportunities to incentivize, recognize and reward teaching competence and high In the U.S., the No Child Left Behind and Race to the Top reforms have linked performance to both school improvement and teacher evaluation with the aim of rationalizing and restructuring the role of educators. The intent is to replace traditional collaboration and collegiality with market-style competition with incentives and punishments based on both data-driven quantitative results and qualitative assessment of teacher performance. The imposition of such evaluation methods has disrupted relationships between local school administration and the teaching staff as well as opened rifts within the teaching ranks and sparked resistance from parents and students. A case in point is the new teacher evaluation system imposed by New York State Education Law 3012c. In New York City, conflicts between the United Federation of Teachers and the Department of Education ultimately led to an evaluation system imposed via binding arbitration by State Education Commissioner John King. This paper will examine the New York City teacher evaluation model to provide a case study of the destructive impact of corporate education reform at the school level. As the New York City model is in its first year, this case study can expand our understanding of the impact of teacher evaluation systems on public education in a large urban setting. It will focus on the way in which race and class inequities are perpetuated through the new evaluation system and the disproportionate impact it has on schools that serve emergent bilinguals, students with special needs, as well as economically disadvantaged students. Lastly, this paper will look at examples of resistance and the potential of the nascent opt-out movement in New York City as well as in Chicago and Seattle to pose a challenge to neoliberal education reform.

Research on the Evaluation Index System and the Grey Clustering Analysis Model of Teaching Quality of Physical Education in Higher Education

Teaching quality evaluation of physical education usually involves multiple influence factors with grey and uncertain information. This brings about limitations to effective evaluation of teaching quality of physical education in colleges and universities. Thus, this paper draws merits from previous research and proposes a teaching quality evaluation system and model of physical education in colleges and universities. First, based on real situations, grey categories of evaluation state for physical education teaching quality are established. The definite weighted functions of grey category of evaluation state are confirmed. Specific steps of the teaching quality evaluation model based on grey clustering analysis are accounted for. Finally, a case study is introduced to verify the model. This model enlightens a new way to evaluate teaching quality of physical education in colleges and universities.

An Idea Whose Time Had Come: Negotiating Teacher Evaluation Reform in New Haven, Connecticut

This article examines New Haven (Connecticut) Public Schools’ efforts to create a new teacher evaluation model in a collaborative manner. Based on semistructured interviews with nearly 100 educators, we develop a case study charting the progress of the new system, TEVAL, from an initial concept through early implementation. We find that John Kingdon’s three streams—problems, politics, and policies—all aligned in the years preceding TEVAL’s adoption and were supported by local policy entrepreneurs. Notably, we also find that TEVAL’s progress was further facilitated by the relationships and interactions among the participants themselves.

Development of A Nursing Training Programs Evaluation: An Application of Alignment Concepts

Educational training program evaluation models have been developed by the time. So that the evaluation can provide absolutely and comprehensively information that it measure the evaluation of the training program in term of retention for all stakeholders and related parties objectives. Meanwhile, the evaluation of continuing training programs for registered nurses does not develop as that said. Therefore, this research purposes to study and modify an evaluation model, standards, indicators, and criteria with application of alignment concepts. The concept of alignment is aligning between standard and evaluation. In addition, another important purpose is to develop the alignment index, to be used to assess the value and compare various programs. The study process consist 3 steps: 1) To analyze the context and model that is currently used and also needs of evaluation information for used to develop an evaluation model and determine the alignment index. 2) To assess the propriety and feasibility of the model by stakeholder's brainstorming and standards of evaluation by experts. 3) To trial use at the selected nursing organization and the other similar organization for evaluate, develop and improve the generated evaluation model and alignment index to be able use into practically and generally processing.

Research on the Performance Evaluation Model and System of Ideological and Political Education for College Students

Ideological and political education for college students is not only objective of moral education development in high school talent cultivation, but also an important link in advanced talent quality-oriented education. Ideological and political education for college students is diverse, procedural, multi-objective, fuzzy and qualitative. So to evaluate the performance of ideological and political education for college students, a performance evaluation system is proposed and studied in this paper and furthermore an evaluation model is also generated based on extension theory. This model analyzes different types of evaluation indexes under the system, acquiring the extension superiority between different evaluation indexes and relevant classical fields by analyzing qualitatively and quantitatively. By then level and capacity of ideological and political education for college students are evaluated. At last the effectiveness of this model is proven through example verification.

Measuring Up

The author discusses how teachers can measure their effectiveness and discusses three frameworks they can use to do so: the National Board for Professional Teaching Standards’s Core Propositions, Robert J. Marzano’s Teacher Evaluation Model, and John Hattie’s eight mind frames. She also gives examples from her own experience to show how she applied the frameworks to improve her teaching.

Book Review. What Really Matters when Evaluating teachers? Lessons from Successful Education Systems

Book Review. What Really Matters when Evaluating teachers? Lessons from Successful Education Systems

Analysis of Elastic Modulus Algorithm for Path Optimization Based on Latent Variables

According to the basic of education thought as a guide, compared with the implementation characteristics of traditional education, the network education is the new education model of contemporary science technology, to establishing the education evaluation model, and then the traditional education under the new situation carries out the SWOT analysis, it can be concluded that the emergence and existence of these two educational models are reasonable, the network education is the rational allocation for the resources of traditional education, it has also a great effect for the gradual improvement of education efficiency. At the same time, the network education should also learn from the traditional education’s success, two is the mutual competition, mutual promotion and mutual development.

Study on Clustering System of Shock Model in Network Nodes of Broadband Network System

According to the basic of education thought as a guide, compared with the implementation characteristics of traditional education, the network education is the new education model of contemporary science technology, to establishing the education evaluation model, and then the traditional education under the new situation carries out the SWOT analysis, it can be concluded that the emergence and existence of these two educational models are reasonable, the network education is the rational allocation for the resources of traditional education, it has also a great effect for the gradual improvement of education efficiency. At the same time, the network education should also learn from the traditional education’s success, two is the mutual competition, mutual promotion and mutual development.