Study Of Indicators And Criteria For Evaluating The Effectiveness And Prognostication Of Educational Activities Of General Educational Institutions

The analysis of the system of indicators / criteria for assessing the quality / effectiveness of educational activities of general educational institutions of different regions of Ukraine is carried out. A general description of the existing monitoring and evaluation studies of the problem of improving the quality / effectiveness of education at macro and micro levels is presented. The main groups of indicators of evaluation of the quality/effectiveness of educational activity of general educational institutions are presented, namely the indicators characterizing: – a general criterion for assessing the quality of educational activities of general education institutions, regarding the openness and accessibility of information about institutions; – a general criterion for assessing the quality of educational activities of general educational institutions, regarding the comfort of conditions in which educational activities are carried out; – a general criterion for assessing the quality of educational activities of general educational institutions, regarding the benevolence, courtesy and competence of pedagogical workers; – a general criterion for assessing the quality of educational activities of general educational institutions, as to the satisfaction with the quality of educational activities of general educational institutions

THE PERFORMANCE MANAGEMENT IN PUBLICINSTITUTIONS OF HIGHER EDUCATION AND THE ECONOMIC CRISIS

The need to reduce public spending in the developing process and fundingof public services has led to the introduction of performance indicators in the publicinstitutions. Moreover, the need to optimize the educational activity, the implementationof an efficient management, insuring the quality and the compatibility of the educationalsystems has led to numerous investigations in this area by adopting, as a theoreticalreference framework some organizational models to explain the functionality of theeducational system and to define a performance appraisal system. Each model generatedby default a certain philosophy regarding the evaluation methods of the institutionalperformance, design and use of the performance indicators on education institutions.economic crisis, performance, indicators, education

Guide to using Evidence in Higher Education

This Guide to Using Evidence has been designed to, to support and encourage students and students’ association and union staff to actively engage with data and evidence. It offers an accessible introduction to a range of key ideas and concepts and a range of activities which allow readers to develop their own thinking and confidence in key areas. The ambition of its authors, QAA Scotland and the students who reviewed early drafts, is that students and students’ association and union staff will reach for this resource as they prepare for committees, devise new campaigns, deliver services, and do all of the other things they do to enhance students’ experiences and outcomes. Underpinning all of this is a belief that students themselves, the institutions they are working with, and the sector as a whole, are better served when students are, and are seen to be, agents in the ‘data landscape’, not just subjects of it. Engaging with this Guide will help students and students’ association and union staff to develop that sense of agency in themselves and foster it in others. This Guide is a product of a student-led project coordinated by QAA Scotland as part of the Evidence for Enhancement Theme (2017-20)

The LIRG/SCONUL Impact Initiative: assessing the impact of HE libraries on learning, teaching, and research

The LIRG/SCONUL Impact Initiative took place between July 2003 and December 2005. Twenty-two higher education institutions in the UK attempted to measure the impact of their services on learning, teaching, and research. Within the context of the programme, each institution investigated the impact of a new innovation. This paper provides a final overview of the two phases of the Impact Initiative and highlights some of the findings. Measuring impact is not easy but there are significant benefits for the profile and development of academic libraries in trying to do so. It provides guidance for libraries on assessing impact drawing upon the experience of the Impact Initiative

Monitoring the Performance of Educational Programmes in Developing Countries

Teaching/Communication/Extension/Profession,

COMPARATIVE STUDIES ON KEY INDICATORS USED IN PERFORMANCE MEASUREMENT SYSTEM OF POLYTECHNICS’ ACADEMIC STAFF

Polytechnic Transformation Plan is launched to reinforce the role of polytechnics and technical education in Malaysia. The third thrust of the Plan puts forth the need to equip polytechnics’ teaching personnel and support staff with high skills and competency (MoHE, 2009). As a result, performance of teaching personnel needs to be evaluated to ensure the efficiency and effectiveness of teaching personnel in polytechnics and thus, it is crucial to assert the key indicators used. Based on the literature review, the tentative key indicators identified include, teaching and supervision, research and innovation, administrative tasks, professional activities and services to community. These key indicators are tested in polytechnic context on comparative basis between Northern and Central Region in Malaysia. Researchers employed hybrid/mixed method as the research approach for this study because the method elaborate or develop analysis by providing richer details, and initiate new line of thinking through attention to surprise and provide fresh sight. Amongst the six strategies introduced by Creswell (2003), concurrent embedded strategy is implemented to empirically test the research objective. The purpose of this strategy is to use quantitative data and results to assist in the interpretation of qualitative findings through triangulation. Researchers interviewed the Directors and/or Deputy Directors/Heads of Department of the polytechnic on face-to-face semi-structured basis. In addition, questionnaires developed are distributed to academic staff of the polytechnics to gather their perspective on the key indicators of academic Performance Measurement System. The data collected via interviews are transcribed and translated into English for data analysis process using thematic coding. Besides that, quantitative data are described and analysed using Statistical Package for the Social Science (SPSS) as a toolAcademic Staff, Performance Measurement System, Polytechnic, Key Indicators

Training Faculty to Adopt the Ignatian Pedagogical Paradigm, IPP and its Influence on Teaching and Learning: Process and Outcomes

This is the second of two articles describing the action research undertaken by the three trainees and their trainer (author of this article). After formal training, the training team integrated the Ignatian Pedagogical Paradigm (IPP) into their undergraduate courses from fall of 2010 through May 2013 in the College of Professional Studies (CPS) at Marquette University in Milwaukee, Wisconsin. The first article was published in this journal in fall 2012 and provided a narrative describing the faculty development process, predicated on the five constructs of the IPP: Context, Experience, Reflection, Action and Evaluation. This article includes a full description of the training protocol, data collection process, and the qualitative data analysis methods. This training team used an Action Research model put forth by Reil over two years and nine months to determine the influence of the IPP on their teaching. This study seeks to provide others who teach at Jesuit Colleges and Universities a rationale for using the IPP both as pedagogy, a curriculum guide along with specific instructional practices, and learning activities. In addition, a replicable IPP training protocol is provided that is based on best practices derived from analogous research in the fields of contemporary learning, cognitive, and educational research. The study also provides the outcomes related to the impact the infusion of the IPP had on the instructors’ curricula, pedagogies, instructional strategies, learning activities, and assessment practices, as well as the student-teacher learning relationship

Chapter 5: Evaluation

The OTiS (Online Teaching in Scotland) programme, run by the now defunct Scotcit programme, ran an International e-Workshop on Developing Online Tutoring Skills which was held between 8–12 May 2000. It was organised by Heriot–Watt University, Edinburgh and The Robert Gordon University, Aberdeen, UK. Out of this workshop came the seminal Online Tutoring E-Book, a generic primer on e-learning pedagogy and methodology, full of practical implementation guidelines. Although the Scotcit programme ended some years ago, the E-Book has been copied to the SONET site as a series of PDF files, which are now available via the ALT Open Access Repository. The editor, Carol Higgison, is currently working in e-learning at the University of Bradford (see her staff profile) and is the Chair of the Association for Learning Technology (ALT)

From Anecdote to Evidence: Assessing the Status and Condition of Arts Education at the State Level

Without solid evidence about the status and condition of arts education in the nation's public schools, it is difficult to make a convincing case for the arts. This research and policy brief draws on the experiences of five states -- Illinois, Kentucky, New Jersey, Rhode Island, and Washington -- as the basis for a discussion of various approaches and methodologies for conducting statewide arts education research