Relevant bibliographies by topics / Educational systems evaluation

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educational systems evaluation'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 April 2022

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Journal articles on the topic "Educational systems evaluation"

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Kurubacak, Gulsun. "Evaluation of Educational Management Systems." i-manager's Journal of Educational Technology 2, no. 4 (March 15, 2006): 19–27. http://dx.doi.org/10.26634/jet.2.4.750.

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García-Peñalvo, Francisco José, Lourdes Moreno López, and Mª Cruz Sánchez-Gómez. "Empirical evaluation of educational interactive systems." Quality & Quantity 52, no. 6 (August 13, 2018): 2427–34. http://dx.doi.org/10.1007/s11135-018-0808-4.

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Parchami, Abbas, and Mashaallah Mashinchi. "The evaluation of educational systems: an application study." Mathematical Sciences 6, no. 1 (2012): 61. http://dx.doi.org/10.1186/2251-7456-6-61.

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Al-Husseini, Khansaa Azeez Obayes, Ali Hamzah Obaid, and Ola Najah Kadhim. "Evaluating the Effectiveness of E-learning: Based on Academic Staff Evaluation." Webology 19, no. 1 (January 20, 2022): 367–79. http://dx.doi.org/10.14704/web/v19i1/web19027.

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E-learning has become a popular learning method used in many local and international universities and in many educational institutions. The initial achievements of e-learning platforms and the online learning environment demonstrated outstanding advantages in distance education. However, it is necessary to conduct an evaluation of the educational process, and in particular an effective assessment of the learning environment via online-based e-learning platforms. Where this study aimed to identify the evaluation of the effectiveness of e-learning from the point of view of the teaching staff in the Technical Institute of Babel and the Technical Institute Al-Mussaib. To achieve the objectives of the study, the researchers prepared a questionnaire containing (32) questions, after verifying the tools of reliability and validity. The results of the study revealed that the evaluation of the effectiveness of e-learning was average and above average in some paragraphs of the questionnaire. The percentage (84,070) of faculty members use computers and smart phones to publish academic content through the use of the home internet, at a rate of (95,575) in the form of creating educational content in several forms, including video, audio and text at the same time.
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Stetskyi, Vasyl. "Local educational system." Visnyk of the Lviv University. Series Geography, no. 47 (November 27, 2014): 265–72. http://dx.doi.org/10.30970/vgg.2014.47.971.

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The article deals with social and geographical theoretical questions of formation and development of local educational systems (LESs), general methodological approaches of their studies and results of organizational and functional development. The determining position of local educational systems as lower element of educational process organization in the structure of national educational complex is also described. It was remarked that LESs possess certain educational potential, have several aspects of evaluation such as determining the levels of population education and forming the structure and network of educational institutions regarding the population multiplicity and labor market in particular. Key words: educational system, territorial system of education, local educational system, elementary local educational system, local educational systems of minimum normative services, local educational systems of maximum normative services.
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Zhang, Shuai. "Review of automated writing evaluation systems." Journal of China Computer-Assisted Language Learning 1, no. 1 (August 1, 2021): 170–76. http://dx.doi.org/10.1515/jccall-2021-2007.

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Abstract This review generally endeavours to include a brief description of widely used automated writing evaluation systems, an explanation of underlying technologies, working principles and scopes of application, followed by a critical evaluation of the advantages and disadvantages in using these systems in educational contexts. Hopefully, the review would provide implications for language assessment practice and relevant research.
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Lawton, Stephen B., Ethel Auster, and David To. "A Systems Evaluation of the Educational Information System for Ontario." Journal of the American Society for Information Science 30, no. 1 (September 6, 2007): 33–40. http://dx.doi.org/10.1002/asi.4630300107.

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Harvey, Mark T., Michael E. May, and Craig H. Kennedy. "Nonconcurrent Multiple Baseline Designs and the Evaluation of Educational Systems." Journal of Behavioral Education 13, no. 4 (December 2004): 267–76. http://dx.doi.org/10.1023/b:jobe.0000044735.51022.5d.

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Giang, Christian, Alberto Piatti, and Francesco Mondada. "Heuristics for the Development and Evaluation of Educational Robotics Systems." IEEE Transactions on Education 62, no. 4 (November 2019): 278–87. http://dx.doi.org/10.1109/te.2019.2912351.

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Kutsenko, O. I., V. D. Yakovenko, and Ye O. Yakovenko. "EVALUATION OF QUALITY MANAGEMENT SYSTEMS." Scientific Notes of Junior Academy of Sciences of Ukraine, no. 3(19) (2020): 59–70. http://dx.doi.org/10.51707/2618-0529-2020-19-07.

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The article defines the essence of the concepts “assessment” and “internal audit” of the quality assurance system, the requirements of international ISO standards for the formation of an internal system for evaluating the effectiveness of management systems are analyzed, highlights the main aspects of the formation of the program and plan of internal audit, the competence of auditors, proposes a method of expert assessment in the quality management system of educational institutions in the context of a real educational process, proposes automated information and analytical management system. The authors noted that the effectiveness of the conducted internal audit (hereinafter IA) depends on an effective audit program, the competence of auditors and further improvement actions. The purpose, criteria and methods of the audit program are also determined, the example of the “Program of internal audit of structural units of the college” is given. The requirements for auditors were selected and substantiated. Attention is drawn to the fact that the functioning of the quality management system (hereinafter QMS) directly depends on the systematic nature and effectiveness of the IA and, as a consequence, the systematic improvement of the system itself. The proposed system of expert assessment of QMS is considered on the example of the management of the professional pre-higher education institution of the separate structural subdivision “Kherson Polytechnic College of the Odessa National Polytechnic University”. The basic requirements for the formation of a group of experts are defined, also for obtaining a quality forecast the requirements for the competence of experts are defined. The authors of the article concluded that obtaining a general assessment of all processes and identifying the most problematic aspects without automated management is very difficult, so it is proposed to use the suggested system of expert assessment of QMS.
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Dissertations / Theses on the topic "Educational systems evaluation"

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Mosley, Dracaena. "A Mixed Methods Evaluation of New Teacher Support Systems at an Urban Elementary." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/154.

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An urban elementary school in the northeast was lacking formal methods to evaluate its support systems for teachers. This formative evaluation of the school's support systems for new teachers and staff was conducted using a mixed methods design to address the problem. The purpose of this evaluation was to determine the indicators of progress or need of improvement of effectively supporting teachers through mentoring, professional development, and collaboration. The theoretical framework for the study was Kirkpatrick's 4 levels of evaluation: reaction, learning, behavior, and results. The evaluation was also guided by questions about the extent, perceived effectiveness, strengths, and weaknesses of the support systems. Data were collected using surveys from 33 teacher participants and interviews with 10 teacher participants. Qualitative data analysis involved emergent coding for themes and sub-themes. Inconsistent support emerged as a support weakness and a comforting school community emerged as a support strength. Frequencies and ratios of survey items were calculated and reported. Key findings were that 60% of the participants perceived the support systems to be adequate and 79% perceived the mentor and new teacher meetings to be effective. However, 36% of respondents reported that all support systems needed some improvements. A full report including recommendations was prepared for the stakeholders at the school and district levels. Implications for positive social change include higher retention and enhanced performance of beginning teachers, which may help to improve learning outcomes for students.
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Neigel, Scott. "Assessing the Meaning and Value of Traditional Grading Systems| Teacher Practices and Perspectives." Thesis, University of Southern California, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10683026.

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This study employed a mixed methods approach to evaluate the meaning and value of grades within a traditional grading system. Teachers’ grading and assessment practices were examined in terms of clarity, consistency, and to what extent assessment guided instruction. Teachers from a high-performing suburban high school in the Northeast responded to an electronic survey and participated in focus groups regarding their grading and assessment practices. Gradebooks were analyzed to triangulate teacher practices and perspectives regarding the meaning of student grades. Clark and Estes (2008) Gap Analysis Framework was utilized to assess knowledge, motivational, and organizational influences on teachers’ grading and assessment practices. The findings of this assessment revealed that teachers possessed knowledge about assessment and the motivation to apply it, but faced organizational barriers implementing effective practices in a traditional grading system. Responses indicated that teachers understood and used formative assessment during class, but also included it in students’ grades to elicit effort and ensure sufficient graded assignments to justify student performance. Organizational constructs such as marking periods and online grading systems, in addition to an overall lack of organizational support and training, were found to be substantial obstacles to teachers achieving the stakeholder and organizational goals. The findings of this study emphasized the need for enhanced training, collaboration, and communication on grading and assessment. The development and implementation of an effective plan to address these organizational issues could shift schools from using traditional grading systems to rank and sort students to assessment programs that promote student learning.

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Smith, Laura. "A Mixed Methods Comparative Analysis of the Implementation of the Multi-Tiered Systems of Support in Missouri Elementary Public Schools." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10934605.

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This study consisted of a mixed-methods comparative analysis of the implementation of the Multi-Tiered Systems of Support (MTSS) in public school districts in the state of Missouri. The researcher surveyed nine public school districts similar in demographics of socio-economic representation, free and reduced lunch percentage, and average daily fund expended to educate students. One district administrator responsible for the implementation of MTSS represented each school district. In the qualitative component of the study, the researcher utilized an original electronic survey to gather insights into the unique implementation path each district employed. Coding and analysis resulted in identification of themes, similarities, and differences. The researcher interviewed 2 state-level leaders integral in the design and implementation recommendations from a state-level perspective. Coding and analysis of interview responses resulted in identification of similarities and differences in state and district-level implementation of MTSS. The quantitative component of study included collection and analysis of secondary data obtained from the Missouri Department of Elementary and Secondary Education via the Missouri Comprehensive Data System. The researcher obtained and analyzed elementary achievement and student attendance data to determine a difference within districts with full and partial implementation of MTSS. Through analysis of the qualitative surveys and interviews, the researcher found unique implementation paths among the study districts. All nine study districts implemented differently and none utilized a recommended path or blueprint. District implementations varied from perceptions held among the state-level leaders interviewed. Through analysis of the quantitative component of the study, the researcher identified no difference in achievement and student attendance in districts deemed full implementation in comparison to partial implementation. The researcher recommended continued attention to successful implementation of MTSS at state and district levels. Future attention with focus on increased technical support and funding at the state level held the promise of prompt, appropriate supports to students who struggle in the academic, behavioral, and social skill areas.

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SILVA, Manoela Milena Oliveira da. "Evolution of the use of Augument Reality Tools in the Education Fied." Universidade Federal de Pernambuco, 2015. https://repositorio.ufpe.br/handle/123456789/14921.

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Made available in DSpace on 2016-01-18T13:14:50Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) dissertacao_manoela_silva.pdf: 36581423 bytes, checksum: d8c07c2d0fe78c155c2e4ab98bc705f2 (MD5) Previous issue date: 2015-08-31
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Augmented Reality technology (AR) has a huge potential to be applied in the education field. The coexistence of real and virtual environments enables experiences that would not be possible without this technology. Some of the reasons why AR learning experiences differ from other technology are: (i) it enables contextualized interaction between real and virtual worlds, (ii) it enables tangible interaction metaphors for object manipulation, and, finally, (iii) it enables smooth transition between the real and virtual contents. While AR offers new learning opportunities, it also creates new challenges for education in different domains, such as technological, learning and pedagogical issues. This work intends to provide some reflections about the challenges involved in the process of evaluating AR educational technologies. In order to better understand those issues, a systematic review was carried out aiming to identify how AR technology has been evaluated. Taking into account lessons learned during the review, a projective educational AR tool, especially designed to young children education, the ARBlocks, was evaluated. This tool was evaluated in the field of language learning with three different groups. The study involved the teacher as an instructional designer along with the use of multiple metrics. From the analysis of the ARBlocks in the classrooms, it was possible to observe that this tool offered different possibilities for language teaching to young children. The results obtained demonstrated that, in general, the ARblocks contributed to student’s learning and the practice and reinforcement of language abilities. From the reflections presented, some guidelines were proposed in order to assist the evaluation of AR educational tools. The use of multiple metrics as well as the active involvement of teachers in the elaboration of contents are encouraged as way to better understand the impact of technology in the teaching and learning process.
A tecnologia de Realidade Aumentada (RA) possui grande potencial de aplicação na área educativa. A coexistência de ambientes reais e virtuais abre possibilidades de aprendizado que não poderiam ser possíveis sem este tipo de tecnologia. Algumas razões pelas quais experiências de aprendizagem com RA se diferem das demais são: (i) suporte a uma interação contextualizada entre ambientes reais e virtuais, (ii) uso de metáforas com interfaces tangíveis para manipulação de objetos e, por fim, (iii) a habilidade de transição suave entre o real e o virtual. Enquanto oferece inúmeras novas oportunidades de aprendizagem, a introdução de novas tecnologias com RA cria desafios em diferentes domínios, como o tecnológico, de aprendizagem e os desafios pedagógicos. Este trabalho visa prover algumas reflexões acerca dos desafios envolvidos no processo de avaliação de tecnologias educativas com RA. Como forma de melhor compreender essas questões, foi realizada uma revisão sistemática com vistas a identificar como são realizadas avaliações de ferramentas educacionais com RA. A partir da revisão empreendida, foram observadas as principais formas de avaliação de ferramentas educativas envolvendo esta tecnologia. A partir destes conhecimentos adquiridos, foi realizada a avaliação de uma ferramenta educativa baseada em RA projetiva, especialmente desenvolvida para o ensino infantil, o ARBlocks. Tal ferramenta foi avaliada no campo da aprendizagem de novas línguas com três grupos distintos. O estudo envolveu o professor como instructional designer, bem como o uso de múltiplas métricas de avaliação. A partir da análise do ARBlocks em sala de aula, foi possível observar que esta ferramenta oferece inúmeras possibilidades para o ensino de línguas para crianças pequenas. Os resultados obtidos demonstraram que, no geral, o ARBlocks auxiliou no processo de aprendizagem dos estudantes e na prática e reforço das habilidades linguísticas. A partir das reflexões apresentadas, alguns guidelines foram propostos com vistas a auxiliar na avaliação de ferramentas educativas com RA. O uso de múltiplas métricas e o envolvimento ativo dos professores na elaboração dos conteúdos é encorajado como forma de melhor compreender os impactos provocados pela tecnologia no processo de ensino-aprendizagem.
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McNaughton, Amy K. "Instructional management profiles the relationship between teaching styles, grade level preferences, and related factors /." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.

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Donmez, Ayca. "The Evaluation Of Communication And Customer Relations Training Program At Tepe Defence And Security Systems." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605671/index.pdf.

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The purpose of this study is to evaluate Communication and Customer Relations Training Program at Tepe Defense and Security Systems. The study also aims at exploring the learning level of the security staff, measuring the staff&rsquo
s reaction to the training program, finding out behavioral changes of the security staff which may positively affect the company. The instruments, an evaluation scale and two different case studies, were administered to 204 randomly selected security staff who have been working at Tepe Security in Ankara. Data was analyzed both qualitatively and quantitatively such as interviews, observation notes, frequencies, percentages, means, standard deviations, and the t test.
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Tucker, Pamela DuPriest. "Administrative response to teacher incompetence: The role of teacher evaluation systems." W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539618396.

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The major purpose of this study was to assess the presence of evaluation system components which assist principals in responding to teachers with less than satisfactory performance. Research data were used to determine the relationship between specific teacher evaluation system components and two measures of evaluation system effectiveness: (a) the principal's overall effectiveness rating of the evaluation system and (b) the incidence of administrative response to teacher incompetence. Administrative response included remediation, reassignment, inducement to retire or resign, and recommendation for dismissal of teachers. A questionnaire was employed to collect data from a randomly selected sample of principals in Virginia's public schools.;According to Virginia principals, 5% of the teachers in their schools were incompetent; however, only 2.65% were documented formally as being incompetent. The typical principal with a staff of 100 teachers, identified 1.53 incompetent tenured teachers per year and remediated.68 teacher, encouraged.37 teacher to resign/retire, reassigned.29 teacher, and recommended dismissal for.10 teacher.;Principals verified the importance and presence of the evaluation system components identified in the study. The mean effectiveness rating for the evaluation systems used by the principals, however, indicated only moderate support for the ability of the system to respond to incompetent teachers. The four evaluation system components of remedial procedures, evaluation criteria, evaluator training, and organizational commitment were found to predict 69% of the variance in the effectiveness rating, but none of the evaluation system components were found to predict administrative response to incompetence.
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McAdoo, Charlie Edward II. "The Identification and Prioritization of the Professional Development Needs for Teachers of Career, Technical, and Agricultural Subjects within Georgia Metropolitan Area School Systems." Thesis, Valdosta State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930416.

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The purpose of this research study was to identify and prioritize the professional development needs for teachers of CTAE subjects within metropolitan Atlanta school systems. The methodology was primarily relational with descriptive components that relied on quantitative data. The administered survey called for participants to self-report demographic groups (i.e. Experience Level, School Type, and School Population). Secondly, participants completed online surveys yielding data that identified professional development needs relative to demographic variables. A modified Borich (1980) Needs Assessment Model was used to identify the perceived importance and perceived competency of 20 competencies prescribed by the Georgia Teacher Assessment of Performance Standards (TAPS). Once analyzed, the researcher identified and described professional development needs relative to demographic variables.

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Mize, Brenda Gail. "Teachers Perceptions of the Impact of Online Grading Systems." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1321.

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This study examined the effects of the communication aspect of using an online grading program. This study explored teachers' perceptions of the implications of allowing the grading process to become transparent to parents. The purpose of this study was to assist teachers in searching for ways to create a positive parent-teacher relationship. A positive and constructive parent-teacher relationship is helpful to the student. If grades are made available to parents on a daily basis, they will have access to specifics about the academic performance of their child. Parents and teachers will be able to communicate with each other on a regular basis with the use of an online grading program. In-depth interviews of 10 middle school teachers were conducted using an interview guide. The interviews were then transcribed and coded by the researcher. The researcher found that teachers spoke positively regarding many of the features of Engrade, an online grade book. The teachers benefited from the convenience of communication with parents and students. The perceived primary result of Engrade is viewed as a positive by teachers because parents can communicate with the teachers about their children, and that, hopefully, allows them to be more involved in their child's academics. Further research opportunities are available in that the perceived implications of implementing an online grade book need to be evaluated from the perspective of parents and students.
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Nordstrom, Karen Lynn. "Pedagogical Praxis Models in Sustainability Education: A Focus on Food Systems and Environment." ScholarWorks @ UVM, 2015. http://scholarworks.uvm.edu/graddis/390.

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As societies embrace notions of sustainability, there is an increasing interest in how to best educate students about these concepts. The field of sustainability education (SE) is an approach that has been developed to address this concern. SE frameworks seek to integrate into curricular contents and formats within campus learning environments, in order to systematically improve upon approaches and services developed to support student learning and development. My research offers insight into the relationships between the philosophical principles and praxes of sustainability education, with the aim to inform educators on how best to prepare students to address complex sustainability issues. I used three cases of University of Vermont courses and programs to explore theoretical and practical factors related to sustainability education and food systems, as follows: 1) a comparative analysis of Education for Sustainability (EfS) together with Sustainable Agriculture and Food Systems Education, 2) an integration of High Impact Educational Practices (HIEP) with the field of agroecology education, and 3) an in-depth program analysis that examined the role of HIEP in engaged learning alongside the EfS framework. I drew from two action research (AR) traditions that determine particular research methodologies for applied social research settings. The first is a systems approach to organizational learning, and the second is teacher research for curricular and program development. I also engaged in utilization-focused evaluation (UFE) with program stakeholders. Research methods included applied social and mixed methods associated with program evaluation. Three main research implications include: a) Agroecology education in experiential, immersion environments can serve as a primary vehicle for sustainability education; b) sequencing of food systems and sustainability curricula can lead to transformative learning; and c) AR and UFE can serve as tools for program development alongside sustainability education frameworks.
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Books on the topic "Educational systems evaluation"

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Flagg, Barbara N. Formative evaluation for educational technologies. Hillsdale, N.J: L. Erlbaum Associates, 1990.

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Dively, Dwight. Evaluation of the Washington Educational Telecommunications System. Seattle, Wash: The Board, 1985.

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Linn, Robert L. The design and evaluation of educational assessment and accountability systems. Los Angeles, CA: Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing, Graduate School of Education & Information Studies, University of California, Los Angeles, 2001.

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Vincenza, Capursi, and SpringerLink (Online service), eds. Statistical Methods for the Evaluation of University Systems. Heidelberg: Springer-Verlag Berlin Heidelberg, 2011.

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Desjardins, Richard. Benchmarking education and training systems in Europe: An international comparative study. Stockholm: Institute of International Education, Stockholm University, 2004.

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Dively, Dwight. Evaluation of the Washington Educational Telecommunications System: Report. Seattle, Wash. (2101 Fourth Avenue, Suite 250, Seattle, WA 98121): The Board, 1985.

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How to conduct a formative evaluation. Alexandria, Virginia: Association for Supervision and Curriculum Development, 1995.

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Inc, SETS. Lesotho, Basic and Non-formal Education Systems (BANFES): Interim evaluation (632-0222). [Honolulu, Hawaii]: SETS, Inc., 1988.

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Anne, Lewis. Comprehensive systems for educational accounting and improvement: R&D results : 1998 CRESST conference proceedings. Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing, Center for the Study of Evaluation, Graduate School of Education & Information Studies, University of California, Los Angeles, 1999.

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Planning and conducting formative evaluations: Improving the quality of education and training. London: Kogan Page, 1993.

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Book chapters on the topic "Educational systems evaluation"

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Toçoğlu, Mansur Alp, and Aytuğ Onan. "Sentiment Analysis on Students’ Evaluation of Higher Educational Institutions." In Advances in Intelligent Systems and Computing, 1693–700. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51156-2_197.

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Jiménez, Samantha, Reyes Juárez-Ramírez, Víctor H. Castillo, Alan Ramírez-Noriega, and Sergio Inzunza. "Affective Evaluation of Educational Lexicon in Spanish for Learning Systems." In Advances in Intelligent Systems and Computing, 1074–83. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77712-2_103.

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Karampiperis, Pythagoras, and Demetrios G. Sampson. "Performance Evaluation of Decision-Based Content Selection Approaches in Adaptive Educational Hypermedia Systems." In Intelligent and Adaptive Educational-Learning Systems, 161–82. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-30171-1_7.

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Gupta, Heena, and Sanjay Kumar Dubey. "Ranking of Educational Web Sites in Indian Perspective for Usability Evaluation." In Advances in Intelligent Systems and Computing, 839–45. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-5903-2_87.

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Sasaki, Toshiya. "Research on Design Skills for Personnel Evaluation Systems and Educational Programs." In Advances in Intelligent Systems and Computing, 1284–88. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39512-4_196.

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Eagle, Michael, and Tiffany Barnes. "Intelligent Tutoring Systems, Educational Data Mining, and the Design and Evaluation of Video Games." In Intelligent Tutoring Systems, 215–17. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13437-1_23.

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Endo, Keiichi, Ayame Onoyama, Dai Okano, Yoshinobu Higami, and Shinya Kobayashi. "Comparative Evaluation of Bluetooth and Wi-Fi Direct for Tablet-Oriented Educational Applications." In Intelligent Information and Database Systems, 345–54. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54472-4_33.

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Perłowski, Ryszard, Arkadiusz Gola, and Katarzyna Antosz. "Evaluation of the Effectiveness of Standard Scheduling Rules – An Educational Approach." In Advances in Manufacturing Processes, Intelligent Methods and Systems in Production Engineering, 344–57. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90532-3_26.

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Holtermann, Renan Silveira, Ricardo Matos Chaim, and Bruno Contessotto Bragança Pinheiro. "Evaluation, Analysis, and Treatment of Educational Risks in Migration of Presential Teaching for Remote." In Advances in Intelligent Systems and Computing, 232–43. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72660-7_23.

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O’Mahony, C. D. "Information systems effectiveness and organisational culture: an underlying model for ITEM evaluation." In Information Technology in Educational Management for the Schools of the Future, 65–72. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35090-5_9.

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Conference papers on the topic "Educational systems evaluation"

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Matulčíková, Marta, and Daniela Breveníková. "QUALITY OF EDUCATION AND SYSTEMS–BASED EDUCATIONAL EVALUATION." In 44th International Academic Conference, Vienna. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.044.029.

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Yao, Xueying, Tianyu Zhou, and Yafeng Niu. "The Construction of the Evaluation Index System of Children's Educational Game Learning Accessibility." In Intelligent Human Systems Integration (IHSI 2022) Integrating People and Intelligent Systems. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001093.

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The quality of children's educational games affects children's cognitive development and skills. Therefore, the construction of educational game evaluation indexes is playing the big role in the development of educational games. In this paper, the initial evaluation indexes of educational game learning accessibility were developed by applying the relevant theories. Then three rounds of expert evaluations were conducted using the Delphi Method, and the initially formulated educational game learning accessibility evaluation indexes were revised and improved according to the experts' suggestions. This paper determines the educational game learning accessibility evaluation indexes including 3 primary indicators, 7 secondary indicators and 26 tertiary indicators. Finally, two-by-two comparison of indicators at each level is conducted to determine the weight of each evaluation indicator by means of analytic hierarchy process. This evaluation index system can facilitate children's parents and teachers to select educational games according to the indexes, and also provide an effective reference basis for the design, improvement and evaluation of children's educational games in the future.
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Liu, Lizhen, Wenbin Xu, Wei Song, Hanshi Wang, Hao Liu, Haining Xu, and Tao Chi. "Study Quality Evaluation in Educational System." In 2014 Enterprise Systems Conference (ES). IEEE, 2014. http://dx.doi.org/10.1109/es.2014.12.

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Osma, Jose Ignacio Palacios, Jose Andres Gamboa Suarez, Carlos Enrique Montenegro Marin, and Jose Ignacio Rodriguez Molano. "Metric LMS: Educational evaluation platforms." In 2016 11th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2016. http://dx.doi.org/10.1109/cisti.2016.7521434.

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de Sales, Andre Barros, and Joao Gabriel Antunes. "Evaluation of Educational Games Usage Satisfaction." In 2021 16th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2021. http://dx.doi.org/10.23919/cisti52073.2021.9476400.

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Pajor, Gizella Csikos, and Dragica Radosav. "Semiautomatic evaluation using educational software eMax." In 2010 IEEE 8th International Symposium on Intelligent Systems and Informatics (SISY 2010). IEEE, 2010. http://dx.doi.org/10.1109/sisy.2010.5647291.

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da Silva Gomes de Oliveira, Eloiza, Marcia Souto Maior Mourao Sa, Caio Abitbol Carvalho, and Raphael Silberman Dereczynski. "New educational technologies and learning evaluation: A challenge presented to education." In 2014 9th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2014. http://dx.doi.org/10.1109/cisti.2014.6876962.

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Marante, Yelco, Vinicius Alberto Alves da Silva, Jorão Gomes Jr., Marluce Aparecida Vitor, André Ferreira Martins, and Jairo Francisco De Souza. "Evaluating Educational Recommendation Systems: a systematic mapping." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/cbie.sbie.2020.912.

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Recommendation systems (RS) have been used in many scenarios, from entertainment to health. Inside the RS area, Educational Recommendation Systems (ERS) are becoming popular, been used for different types of recommendations such as recommending materials, exercises, and learning paths. As ERS works in a different scenario of classics RS, ERS requires specific evaluation metrics. However, the task of evaluating ERS is difficult once the educational field has its features to be analyzed. To help other researchers in this field, this work presents a systematic mapping on methods used for evaluating ERS. This study analyzed 91 papers of the last five years and provide an overview of the main methodologies, subject, metrics, and trends in the evaluation of ERS.
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Chrysafiadi, Konstantina, Spyros Papadimitriou, and Maria Virvou. "Which is better for learning: a web-based educational application or an educational game?" In 2019 International Symposium on Performance Evaluation of Computer and Telecommunication Systems (SPECTS). IEEE, 2019. http://dx.doi.org/10.23919/spects.2019.8823232.

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Veiga, Francisco, and Antonio Andrade. "Evaluation of apps used in an educational context." In 2020 15th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2020. http://dx.doi.org/10.23919/cisti49556.2020.9140964.

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Reports on the topic "Educational systems evaluation"

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Kaffenberger, Michelle, Jason Silberstein, and Marla Spivack. Evaluating Systems: Three Approaches for Analyzing Education Systems and Informing Action. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/093.

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While conventional interventions and evaluations address the symptoms of the learning crisis, there is growing acknowledgement that widespread and sustained learning improvements will require systems approaches that diagnose and address the root causes of low learning. This paper presents and applies three methods to evaluate education systems and inform how to improve system coherence for learning. First, we use learning trajectories to evaluate the dynamics of children’s learning in 22 low- and middle-income countries. Second, we present a set of principles called the ALIGNS principles and show how they can be used to evaluate and improve alignment of curricula, assessments, and teacher support and instruction. Finally, we present a systems diagnostic framework and apply it to a program in South Africa, showing how the program takes a systems approach to improve learning. These tools help concretize systems thinking and bring insights to bear on the design and evaluation of policies and programs intended to improve learning.
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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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McGuinn, Patrick. Evaluating Progress: State Education Agencies and the Implementation of New Teacher Evaluation Systems. Consortium for Policy Research in Education, September 2015. http://dx.doi.org/10.12698/cpre.wp2015-09.seas.

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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.
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Rabush, Carol M., Melissa S. Berkowitz, and Richard M. Modjeski. The Evaluation of the Army Education Information System. Fort Belvoir, VA: Defense Technical Information Center, August 1985. http://dx.doi.org/10.21236/ada171421.

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mcguinn, patrick. State Education Agencies and the Implementation of New Teacher Evaluation Systems. Consortium for Policy Research in Education, September 2015. http://dx.doi.org/10.12698/cpre.pb15-2.2015.

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Aiyar, Yamini, Vincy Davis, Gokulnath Govindan, and Taanya Kapoor. Rewriting the Grammar of the Education System: Delhi’s Education Reform (A Tale of Creative Resistance and Creative Disruption). Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/01.

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The study was not designed to undertake an evaluation of the success or failure of reform. Nor was it specifically about the desirability or defects of the policy reform choices. It took these reform choices and the policy context as a given. It is important to note that the Delhi reforms had its share of criticisms (Kumar, 2016; Rampal, 2016). However, our goal was not to comment on whether these were the “right” reforms or have their appropriateness measured in terms of their technical capability. This study sought to understand the pathways through which policy formulations, designed and promoted by committed leaders (the sound and functional head of the flailing state), transmit their ideas and how these are understood, resisted, and adopted on the ground. In essence, this is a study that sought to illuminate the multifaceted challenges of introducing change and transition in low-capacity settings. Its focus was on documenting the process of implementing reforms and the dynamics of resistance, distortion, and acceptance of reform efforts on the ground. The provocative claim that this report makes is that the success and failure, and eventual institutionalisation, of reforms depend fundamentally on how the frontline of the system understands, interprets, and adapts to reform efforts. This, we shall argue, holds the key to upending the status quo of “pilot” burial grounds that characterise many education reform efforts in India. Reforms are never implemented in a vacuum. They inevitably intersect with the belief systems, cultures, values, and norms that shape the education ecosystem. The dynamics of this interaction, the frictions it creates, and reformers’ ability to negotiate these frictions are what ultimately shape outcomes. In the ultimate analysis, we argue that reforming deeply entrenched education systems (and, more broadly, public service delivery systems) is not merely a matter of political will and technical solutions (although both are critical). It is about identifying the points of reform friction in the ecosystem and experimenting with different ways of negotiating these. The narrative presented here does not have any clear answers for what needs to be done right. Instead, it seeks to make visible the intricacies and potential levers of change that tend to be ignored in the rush to “evaluate” reforms and declare success and failure. Moving beyond success to understand the dynamics of change and resistance is the primary contribution of this study.
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Brasil, André. Multidimensionality through self-evaluation: From theory to practice in the Brazilian graduate system. Fteval - Austrian Platform for Research and Technology Policy Evaluation, April 2022. http://dx.doi.org/10.22163/fteval.2022.546.

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Nearly all science and technology research in Brazil is conducted within a national system of graduate education. Since the 1970s, a graduate program assessment has been an integral part of such a system, and it is currently held on a quadrennial basis. The evaluation model is dynamic, evolving from the experiences of evaluators, policymakers, and the scientific community during each four-year cycle. This study analyses policy initiatives from the 2017-2021 evolving effort, focusing on strategies and recommendations to implement multidimensionality and self-evaluation as integral components of Brazilian evaluation. The paper traces how the idea for a multidimensional assessment was introduced in the country and how U-Multirank, an international ranking of higher education institutions (HEI), has come to inspire an evaluation that is not institutional but of graduate programs instead. The study identified some benefits and limitations of the chosen inspiration and analysed how the Brazilian proposal aligned with the U-Multirank principles. Furthermore, the investigation shows there is little concrete difference from the proposed new model to the one Brazil has already in place. Finally, the last section of this study looks into the once pivotal idea to pursue a self-evaluation component, now relegated to a minor role in the model, but that could be raised to a position supporting the design of an actual multidimensional assessment model.
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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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Aiginger, Karl, Andreas Reinstaller, Michael Böheim, Rahel Falk, Michael Peneder, Susanne Sieber, Jürgen Janger, et al. Evaluation of Government Funding in RTDI from a Systems Perspective in Austria. Synthesis Report. WIFO, Austria, August 2009. http://dx.doi.org/10.22163/fteval.2009.504.

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In the spring of 2008, WIFO, KMU Forschung Austria, Prognos AG in Germany and convelop were jointly commissioned by the Austrian Federal Ministry for Transport, Innovation and Technology and the Austrian Federal Ministry of Economy, Family and Youth to perform a systems evaluation of the country's research promotion and funding activities. Based on their findings, six recommendations were developed for a change in Austrian RTDI policy as outlined below: 1. to move from a narrow to a broader approach in RTDI policy (links to education policy, consideration of the framework for innovation such as competition, international perspectives and mobility); 2. to move from an imitation to a frontrunner strategy (striving for excellence and market leadership in niche and high-quality segments, increasing market shares in advanced sectors and technology fields, and operating in segments of relevance for society); 3. to move from a fragmented approach to public intervention to a more coordinated and consistent approach(explicit economic goals, internal and external challenges and reasoning for public intervention); 4. to move from a multiplicity of narrowly defined funding programmes to a flexible, dynamic policy that uses a broader definition of its tasks and priorities (key technology and research segments as priority-action fields, adequate financing of clusters and centres of excellence); 5. to move from an unclear to a precisely defined allocation of responsibilities between ministries and other players in the field (high-ranking steering group at government level, monitoring by a Science, Research and Innovation Council); 6. to move from red-tape-bound to a modern management of public intervention (institutional separation between ministries formulating policies and agencies executing them, e.g., by "progressive autonomy").
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