Teaching Quality Assessment Research Articles

The Application of PDCA Cycle Theory Combined with Subjective and Objective Empowerment Method in Teaching Quality Assessment System of Higher Vocational Colleges and Universities

Abstract As the expansion of higher vocational education hastens the massification of higher education, issues concerning the quality of teaching at higher vocational institutions have become increasingly apparent. This study addresses these concerns by integrating the PDCA (Plan-Do-Check-Act) cycle theory to develop a robust assessment system for evaluating teaching quality in higher vocational colleges. Utilizing a combination of hierarchical analysis and entropy weighting methods, the assessment system is enhanced both subjectively and objectively. By employing higher vocational colleges and universities labeled M1 to M6 as illustrative examples, we apply linear weighted summation to derive comprehensive evaluation scores from the tested teaching quality evaluation index system. The empirical results indicate that the cumulative variance contribution rate of the assessment indices reached 91.765%. In the quality assessment, M4 scored the highest with a composite score of 4.60, while M6 scored the lowest at 3.49. Comparative analysis across dimensions shows that the index scores for M6 were notably lower than those of other institutions, ranging between 3.20 and 3.80. Implementing the proposed teaching quality assurance system resulted in a substantial increase of 0.77 points in its comprehensive score. Thus, the assessment and assurance system developed in this study proves to be practically valuable, offering an effective means to enhance teaching quality and elevate the educational standards in higher vocational colleges.

Research on the Evaluation of Art Teaching Based on Optimized Neural Network of Bottle Sea Sheath Algorithm

Abstract Today, the evolution of art teaching evaluation systems faces significant challenges and opportunities, particularly with the limitations of subjective judgments in traditional methods impacting the accuracy of teaching quality assessments. This study leverages advancements in artificial intelligence, specifically neural networks enhanced by the Taruhai Sheath algorithm, to propose a novel and more objective approach for evaluating art teaching. Our optimized neural network model demonstrates a remarkable 92% accuracy in art teaching evaluations, outperforming traditional methods by 15%. Furthermore, our analysis reveals that the quality of practical teaching is a critical factor in boosting students’ artistic creativity. By applying the Taruhai Sheath algorithm for neural network optimization, this research offers a groundbreaking method to elevate the objectivity and rigor of art education evaluations, promising a significant leap forward in art teaching quality.

Research on the Problems of Teaching Traditional Music Basic Theory in the Information Age

Abstract In the era of informationization, the inheritance and development of traditional music are facing challenges and opportunities. This study analyzes the problems faced by teaching the basic theory of traditional music and proposes a coping strategy for constructing an interactive teaching model and platform for informatization. In the interactive teaching model, P2P technology is used to design and construct the interactive behavior model and interest analysis module, and fuzzy theory is used to precisely set the key information weights. The informationized teaching platform is designed with AI technology, adopting the recommendation strategy of a hybrid recommendation model combined with collaborative filtering, using cosine similarity to calculate the content similarity, and combining with artificial intelligence technology to realize music teaching quality assessment. In the traditional music basic theory teaching practice, S High School is used as a practice site, and experimental and control classes are set up to conduct teaching. The experimental class perceived negative behaviors such as “harshness” and “dissatisfaction” as lower than the control class, and the pass rate and excellence rate of the post-test of traditional music basic theory reached 92.5% and 36.9%, respectively. The mean values of all other music core literacy dimensions except for knowledge of opera and general knowledge of musical instruments were higher than those of the control class, showing significant differences (P<0.05).

Teaching Quality Assessment of English Courses in Colleges and Universities Based on ISSA-DRNN

Abstract The optimized sparrow search algorithm (ISSA) is built on top of the deep neural network (DNN) in this paper, along with a new deep recurrent neural network (DRNN) algorithm that is proposed by improving the DNN. Ultimately, an ISSA-DRNN-based model for assessing the quality of English course teaching has been established. To examine the application impact of the ISSA-DRNN-based English course quality teaching evaluation model, SA University has been chosen as the study location. Two groups have been created: an experimental group and a control group. The experimental group’s academic level scores grew by 5.1 points in terms of English achievement, whereas the control group’s average score increased by 0.36 points, indicating a very significant difference (P<0.01). The four characteristics of satisfaction with teaching effectiveness—interest in learning, ability improvement, desire to learn behavior, and course satisfaction— showed significant differences (P<0.05) among students in the experimental group. In the self-assessment of English literacy, the dimensions with the most important proportion of “relatively large” ratings are learning motivation and class participation, accounting for 43.73% and 42.92%, respectively. The dimensions with the highest proportion of “substantial” grades are English learning ability and learning motivation, accounting for 21.03% and 20.63% in that order.

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