Teaching Quality Assessment Research Articles

Online and offline physical education quality assessment based on mobile edge computing

Online and offline physical education quality assessment based on mobile edge computing

The Evaluation and Development of University English Teaching Quality Based on Wireless Network Artificial Intelligence

This study introduces a novel approach to address deficiencies in prior teaching quality assessment systems by establishing a mathematical model for evaluation. Utilizing a neural network trained via a particle swarm optimization algorithm (PSO), the method develops a BP (Backpropagation) model fine-tuned by PSO to capture the intricate relationships among diverse indicators influencing teachers’ teaching quality assessment and resulting evaluations. Empirical findings highlight the effectiveness of artificial neural networks in constructing a comprehensive evaluation framework accommodating a wide spectrum of systematic assessments. This approach not only optimizes teaching methodologies but also augments overall teaching efficacy and the quality of educational delivery in a holistic manner. Moreover, it fosters the cultivation of multifaceted individuals proficient in English application skills, contributing to the development of high-quality talent in practical and complex domains. The convergence of advanced mathematical modeling techniques and computational methods, alongside the utilization of numerous indicators, aligns with combinatorial principles, exploring the permutations and relationships of diverse factors impacting teaching quality assessment.

Nurturing Excellence: An Evaluation of the Higher Education Quality Assessment Model from the Perspective of Undergraduate Students in Somalia’s Benadir Region

Nurturing Excellence: An Evaluation of the Higher Education Quality Assessment Model from the Perspective of Undergraduate Students in Somalia’s Benadir Region

The relative effect of job demands, resources, and personal resources on teaching quality and students’ engagement during the COVID-19 pandemic

During the COVID-19 pandemic’s school closures and the distance education that resulted from it, teachers were faced with an increasing workload and significant changes in their working environment. Because increased workload can result not only in worsened mental health and lower work motivation, but also in worsened learning outcomes, this article explores how teacher-perceived job demands, job resources, and personal resources are related to teachers’ assessment of teaching quality and student engagement during the pandemic. Using the data of 1,422 8th grade teachers in Slovenia from the IEA Responses to Educational Disruptions Survey (REDS) survey, this study also explores the perceived level of support from different institutional actors and the utility of Job demands-resources model for this specific group of workers in a specific work setting. The results show that the teachers of 8th graders in Slovenia perceived a higher level of support from their closest working environment compared to the national bureaucracy. In terms of job demands, the increased workload in preparing the lessons had negative effect on both teaching quality and student engagement, while the reported increase in time spent on direct work with students and social support received (a job resource) contributed positively to both outcome variables. In line with theoretical expectations, personal resources were positive predictors of teaching quality and student engagement in our model. Compared with the initial expectations this study had based on the underlying theoretical model, the results paint a complex relationship between job characteristics and learning outcomes during distance learning. Thus, some of the challenges both teachers and policy-makers face and will continue to face in possible similar situations are discussed.

The Application of CIPP Model in the Evaluation of Teaching Quality of College Education in the Context of New Era

Abstract The flaws in the conventional teaching quality evaluation system that have always existed have not been fixed since the start of the new century. This study suggests a teaching assessment model for college education that utilizes the CIPP model since there is a pressing need for a model that can satisfy the demands of the modern educational environment. The investigation examines the relevance of both approaches to teaching quality evaluation in educational institutions by combining the advantages of CIPP and BP neural networks. The artificial neural network’s working mechanism is described, the weights within the BP learning algorithm are modified, and the first version of the teaching assessment model is inferred based on an analysis of the structure and function of neurons. The conceptual model of teaching quality assessment in higher education is intended to be completed by the model’s algorithm and framework. Investigate and analyze the teaching quality of S colleges and universities using the empirical analysis approach. The results of the empirical investigation show that the correlation coefficients of the 4 dimensions of teaching evaluation are above 0.6, with control between 0.3-0.8, and they have a strong correlation. The Cronbach’s alpha coefficients of the survey are all above 0.7, with very good reliability.

Influence of selected management factors on strategic planning process in secondary schools in Lagos state

For quality education delivery, quality assessment and suitable policy environment to achieve the goal of secondary schools’ education, principals should transform their schools through development and appropriate implementation of strategic plans. This study investigated influence of selected management factors on strategic planning process in secondary schools in Education District VI Area of Lagos State. Three research questions and one hypothesis were generated for the study. The study employed descriptive survey design. A sample of one hundred and twenty (120) respondents was used. Instrument tagged “Management factors and strategic planning Questionnaire” (MFSPQ) was used to elicit information from respondents. Pearson Product Moment Correlation (PPMC) of 0.81 was obtained as the reliability coefficient. Data collected were analyzed using descriptive and inferential statistics, standard deviation t-test statistical methods). The findings showed that constraint of financial practices, personnel, inability to establish school implementation team, among others affect implementing their schools’ strategic plans by 59.2%. Analyses revealed that there is a significant difference between urban and rural schools in terms of the problems they encounter in the implementation of strategic plan (t= -.689, df = 118, p<0.05).The study recommended among others that schools’ management and educational stakeholders should carry out a Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis and identify strategic issues affecting the schools; All stakeholders such as SBMC, Principals and staff should be trained in the art of preparation, implementation and continuous evaluation of strategic plans. Government should also assist the rural schools with necessary facilities to enhance the procedure for strategic plans.

PUBLIC ADMINISTRATION OF THE QUALITY OF PROFESSIONAL PRE-HIGHER PEDAGOGICAL EDUCATION

The article analyzes the concepts of the quality of education and the quality of professional pre-higher pedagogical education in the context of different approaches to the definition, both from the side of the legislation and in the context of several fields of knowledge (in particular, public administration and pedagogy). The author emphasizes the role of the state in the management of pedagogical education and examines the influence of other subjects of management, reveals the importance of ensuring the continuous improvement of the quality of education, focuses on the development of the quality of pedagogical education as a basis for sustainable development of the country. In the course of the study, the development of the problem of the quality of professional pre-higher pedagogical education was updated and it was established that there is no strategy for the development of this component of education in Ukraine, which is a significant obstacle for public administration in accordance with the pressing issues. In order to determine the priority directions for the development of the quality of professional pre-higher education, the article analyzes the regulatory and legal field within the defined issues, namely: The National Strategy for the Development of Education of Ukraine, Laws of Ukraine «On Education», «On Vocational Pre-Higher Education», Concept of the Development of Pedagogical Education. During the analysis, the key advantages and disadvantages of the existing legal regulation were identified. Special attention in the article was paid to the Law of Ukraine «On Professional Pre-Higher Education» and the chapter on ensuring the quality of professional pre-higher education. A detailed analysis of this system confirmed its integrated nature, which combines not only internal aspects of quality control and assessment of professional pre-higher education, but also external mechanisms that contribute to objective assessment and maintenance of education quality standards. On the basis of the analyzed materials, the author developed the stages of the process of quality management of the professional pre-higher education, identified the advantages and disadvantages of quality provision of the professional pre-higher education, and proposed ways to improve it.

Quality and Skill-based Assessment in Higher Education

Quality and Skill-based Assessment in Higher Education

Stakeholder perceptions of the feasibility of e-portfolio-based assessment of physical literacy in primary health and physical education

ABSTRACTBackgroundPhysical literacy (PL) is widely acknowledged as an integral component of high-quality physical education programmes. However, what constitutes appropriate assessment of PL remains a contested issue. This study drew on Whitehead’s conceptualisation of PL as a lifelong journey and investigated how primary school teachers can support students’ PL learning through innovative and engaging assessment methods. The study specifically examined the feasibility of using e-portfolios to facilitate quality PL learning and quality assessment in Physical Education (PE), from different stakeholder perspectives.MethodsThis interpretive study employed a qualitative design and methods to investigate aspects of feasibility with three purposive participant samples, each bringing different perspectives to the inquiry: established leaders in the field with expertise in PL (n = 11), primary PE professionals with experience in PL and/or assessment (n = 5), and professionals with specialist knowledge in use of e-portfolios and digital technologies (n = 4). Semi-structured interviews with participants were audio-recorded and transcribed. Data was analysed using an inductive thematic approach to identify emergent themes.ResultsAll participants identified e-portfolios as a powerful tool for engaging students in their PL journey and facilitating opportunities for self-reflection and progress evaluation. Findings revealed insights into three overarching themes. These included: philosophical, pedagogical, and pragmatic considerations needing to be addressed for the successful implementation of e-portfolio assessment to support students’ PL journey. Philosophical alignment highlighted the need for teachers to identify the conceptualisation of PL that underpins and guides assessment practices. Pedagogical alignment necessitates student-centred approaches that foster self-reflection on PL development. Pragmatic alignment requires whole-school approaches to resourcing to facilitate e-portfolio assessment and PL development.ConclusionDespite the inherent challenges and tensions associated with assessing PL, e-portfolios are identified as a potent tool for engaging primary aged students in their PL journey. Findings provide direction for primary educators looking to leverage e-portfolios as a means of promoting and supporting PL.

Immersive insights: Unveiling the impact of 360-degree videos on preservice teachers’ classroom observation experiences and teaching-quality ratings

Classroom videos are commonly used to observe and assess teaching quality in both teacher education and research on teaching and learning. In recent years, traditional video environments have increasingly been complemented by 360-degree videos, which promise a more immersive and realistic classroom experience and may affect the teaching-quality ratings that result. The aim of the present study was to explore differences between immersive 360-degree and traditional video environments in preservice teachers' (PSTs') classroom observation experiences and teaching-quality ratings. Seventy-five PSTs observed two classroom videos: one using an immersive 360-degree video environment and one using a traditional video environment. For 360-degree videos, observers reported higher cognitive, affective, and physiological involvement in the classroom situation, higher motivation, and higher mental effort when making classroom observations. For one aspect of teaching quality (focus on key concepts), the observation-based ratings resulting from 360-degree videos were better aligned with experts’ assessments of the videos. Furthermore, the results showed that the differences between video environments remained significant after the novelty of VR technology was controlled for.

Application of Decision Tree Classification Algorithm in Quality Assessment of Distance Learning in Colleges

INTRODUCTION: The quality assessment technology of distance education in colleges and universities, as the critical technology for identifying the quality of distance education in colleges and universities, is conducive to the improvement of the quality of distance teaching and the progress of the existing means and methods of distance education, which makes the means of distance teaching in colleges and universities rich in science.
 OBJECTIVES: Aiming at the evaluation methods of higher education institutions, there are problems such as insufficient objectivity and comprehensiveness of the evaluation system, single process, and inadequate quantitative analysis.
 METHODS:Proposes a decision tree and intelligent optimization algorithm for the college distance teaching quality assessment method. Firstly, the kernel principal component analysis method is used to carry out dimensionality reduction analysis on the index system of college distance teaching quality assessment; then, the decision tree parameters are optimized through the marine predator algorithm to construct a college distance teaching quality assessment model; finally, the robustness and efficiency of the proposed method are verified through simulation experimental analysis.
 RESULTS: The results show that the proposed method improves the accuracy of the assessment model.
 CONCLUSION: The problem of insufficient objective and scientific evaluation and low precision of distance teaching quality assessment methods in colleges and universities is solved.

The new Ukrainian school reform: Achievements, developments and challenges

AbstractThis article describes the New Ukrainian School reform and its conceptual framework. The reform builds on advanced pedagogical experience, best education practices, European competency frameworks and the promotion of national values. The system‐wide reform focuses on competency‐based content for teacher professional development, safe learning environments, inclusion and the digitalisation of education. Also, it addresses the internal and external quality assessment of education. The reform is financed through central government grants and the budgets of local governments. To test the newly developed content, the reform was piloted at 143 schools one year ahead of the nationwide roll‐out. The schools are a representative sample of schools in Ukraine. The pilot study involved monitoring student learning outcomes, teacher preparedness to implement the reform, and organisation of education environments. Methods used for the pilot study included a survey, test, pedagogical observations, and secondary analysis of statistics. The national implementation of the reform started in 2017 and is planned to be completed by 2030. Russia's full‐scale invasion of Ukraine in 2022 has contributed to obstacles and risks such as learning losses, lacking school safety, absence of funding for the development of schools and for printing textbooks. We describe measures undertaken in Ukraine to promote the reform and good results. A range of challenges remain, such as rebuilding destroyed schools, optimising the school network in line with demographic changes and organising shelters at schools. Additional challenges include the promotion of digital technologies at schools, closing learning gaps and the provision of psychological support at school.

Assessment of nursing-related teaching quality based on fuzzy comprehensive evaluation

Abstract This paper designs a scheme for a nursing professional teaching quality evaluation system, including constructing an evaluation index system and a nursing teaching quality evaluation model based on a fuzzy comprehensive evaluation. Among them, the establishment of a fuzzy comprehensive evaluation model involves the determination of fuzzy operators and the processing of evaluation indexes. Finally, the constructed method was used to conduct a study on evaluating nursing teaching quality in College H for students of different academic years. The results showed that freshman, sophomore, and junior students were inconsistent in all aspects of faculty teaching effectiveness and overall evaluations. The total rating of freshmen was 18.34±0.17. The total rating of sophomores was 20.50±0.15. The total rating of juniors was 23.46±0.12. And 66.7% of the faculty members thought that the quality of nursing teaching at the university was not up to standard. Therefore, this paper provides a valid assessment method for nursing education.

A Study on the Correlation Between Higher Education Quality Assessment and Teacher Professional Development

This article explores the correlation between higher education quality assessment and teacher professional development. Teachers are the most important resource and supporting force in higher education, and their professional abilities and development level directly affect students’ learning outcomes and educational quality. The quality assessment of higher education plays a guiding role in the professional development of teachers, while the professional development of teachers plays a guarantee role in the quality assessment of higher education. At the same time, there is a mutually promoting relationship between higher education quality assessment and teacher professional development, forming a virtuous cycle that jointly promotes the continuous improvement of higher education quality.

Quality assessment of intelligent physical education teaching in universities based on multivariate statistical analysis and regression analysis

Abstract In this paper, we first propose the basic technical support and service and management of university intelligent physical education composition, and on this basis, we propose a teaching quality assessment model based on multivariate statistical analysis and regression analysis. Among them, multivariate statistical analysis is used to calculate the factor loadings A of physical education teaching, and multiple linear regression is used to establish the teaching quality assessment model and test it. Finally, an empirical analysis of teaching quality assessment was conducted with smart physical education as an example. The results show that the comprehensive assessment value of smart physical education teaching quality based on a multiple linear regression model is very close to the actual value, and the error value ranges from [0.003 to 0.027]. The error values are smaller than [0.0135~0.0921] of the ANN model and [0.0635~0.1033] of the neural network model. The research in this paper can provide scientific quality assessment methods and theoretical support for smart physical education in colleges and universities to promote the development of smart physical education and improve teaching quality in colleges and universities.

Retracted: A Data Mining-Based Method for Quality Assessment of Ideological and Political Education in Universities

Retracted: A Data Mining-Based Method for Quality Assessment of Ideological and Political Education in Universities

A study on software development for comprehensive assessment of English online teaching quality in universities based on deep learning

Abstract In this paper, a deep learning ID3 algorithm based on a decision tree generation algorithm is proposed and applied to the comprehensive assessment of English online teaching quality. Secondly, the structure and design method of the data warehouse of the comprehensive assessment software of online teaching quality is also constructed, including the design of the operating system interface and the data warehouse itself. Finally, the application results and analysis of the English web-based comprehensive teaching quality assessment software were conducted through assessment attributes and network training. The results show that the correlation coefficient between the two is 0.9348 from the evaluation results of the sample and 0.9116 from the analysis of the network generalization performance test. The correlation coefficient between the two is close to completely accurate from the evaluation and test results. The software developed in this paper provides a certain reference value for achieving the improvement and optimization of teaching quality.

The Application and Exploration of Curriculum Ideology and Politics in the Innovation and Entrepreneurship Education of Medical College Students Based on Hierarchical Analysis Method

Abstract Promoting “mass entrepreneurship and innovation” in the context of the new norm of the Internet era is the inescapable trend of the moment. In order to provide the atmosphere and circumstances for innovation and creation education in educational institutions, this study first investigates the application of curricular ideology and politics in innovation and creative education. This is primarily expressed in the leading of innovation and creation education ideals. The set of data on college students’ innovation and entrepreneurial is then pre-processed in accordance with the hierarchical analysis method to obtain the data judgment matrix, and when combined with the fuzzy detailed evaluation method, a science-based system of college students’ innovation and creation education quality assessment model system is created. The initial data set was obtained through a sample survey, and the specific analysis of the connotation traits and interaction between innovation and creation education and ideological and political education of colleges and universities was conducted by using hierarchical analysis. The results show that the reliability coefficient is 0.926 with good reliability, and the validity KMO is 0.946 and passes the signature verification. Ideologic and political theory courses, daily ideologic and political education and self-efficacy were significantly and positively correlated at the level of 0.01. This study is a joint effort to endorse the deepening of innovation and the creation of education reform in higher education. This has a significant historical impact on cultivating socialist architects and successors with thorough moral, intellectual, physical, and artistic development.

Factors affecting students’ continuance intention to use teaching performance assessment application from technology continuance theory

<p><span lang="EN-US">This study aims to determine university students’ continuance intention in using an android-based teaching performance assessment (TPA) application. For the data gathering instrument, we employed an online structured questionnaire. Two hundred and forty students from four faculties were selected and assigned a five-scale survey. All completed questionnaires were analyzed using analysis of moment structure (AMOS). The findings show that the factors of productivity, performance, relevancy, quality and mobility of the android-based TPA have significantly influenced students’ continuance intention to use the application. The results highlighted that when an android-based system was developed based on the criteria, the long-term use of the android-based TPA application can be consistently maintained to improve universities’ teaching quality assessment. However, our study needs to improve in that the university students may evaluate teaching staffs who are not teaching a subject in their class because all teaching staff has appeared in the application database. In addition, further research needs to limit each lecture based on a specific course to be assessed by a particular student’s class.</span></p>

Foreign‐educated academics: Assessing teaching quality and exploring teaching‐related challenges

AbstractReturned academics who have doctoral education abroad, a fast‐growing group in developing countries, are seen favorably in producing quality academic outcomes. However, academic performance and barriers are also important to learning mobility benefits and ensuring optimal outcomes motivated by the absence of research in the native context. The explanatory sequential embedded mixed‐methods study aimed to evaluate the teaching quality of returned doctorates compared with their local compatriots and explore teaching‐related challenges at public sector universities in Punjab, Pakistan. A multilevel sequential mixed‐methods sampling design was used to select 814 students and six academics from the six universities (three top and three medium‐ranked higher education institution) of central Punjab. The researchers developed two research instruments: (a) Student Evaluation of Teaching Quality Scale (SETQS) and (b) Semi‐Structured Interviews Protocol for Returnees (SSIP‐R). The psychometric properties of quantitative measure (SETQS) were ensured through factor analysis, while an expert panel review validated the qualitative measure (SSIP‐R). Inferential statistics were applied to quantitative data, while a thematic analysis technique was applied to qualitative data to find complementarity among results. The findings revealed that returnees and non‐returnees were similar in a few teaching aspects. However, returnees performed relatively better in interpersonal behavior, subject mastery, instruction, and learning resources. Teaching performance differed slightly by discipline and largely by university ranking. Further, returnees' capacity to perform was impacted by various academic challenges. Explored challenges and relevant solutions correspond to Bronfenbrenner system theory's microsystem, exosystem, and macrosystem levels. Higher education authorities and universities need to address academic challenges. In turn, this may lead to smooth, professional reintegration of the returnees into the local system, leading to enhanced teaching performance.