Journal articles: '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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Kordzadze, Maka. "Long-lasting Challenge With Public School Evaluation Policy in Georgia." Review of European Studies 12, no. 3 (August 18, 2020): 57. http://dx.doi.org/10.5539/res.v12n3p57.

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The aspiration of Georgia to become the EU member supported introduction of European guiding principles and systems in education policy, including, the systems of education quality assurance in the country. In 2005 – 2011, the evaluation mechanisms of educational institutions of all three levels – high, vocational and general educational institutions got gradually activated. However, evaluation of quality of only private general educational institutions started. As for public schools, the process got postponed four times. The last one is reported by 2026-2027. Almost 90 % of pupils in Georgia studies at public schools, therefore, it can be stated that, overall, the quality evaluation policy of schools in the country is facing serious challenges, which cannot be solved yet. The article discusses those problems of the policy of school quality evaluation, which prevent starting of evaluating public schools and relevant ways of solving them are offered.        

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Álvarez-López, Gabriel. "Políticas de evaluación de sistemas educativos: Estudio comparado entre comunidades autónomas españolas en las etapas de educación básica." education policy analysis archives 27 (September 9, 2019): 106. http://dx.doi.org/10.14507/epaa.27.3844.

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The relevance of evaluation policies for the agendas of the states makes them an unavoidable reality in the analysis of educational systems. This paper presents the analysis of the policies developed by the Spanish autonomous communities (Andalusia, the Canary Islands, Catalonia and the Basque Country) in the field of evaluation of their education systems at the basic education levels. Specifically, both administrative and properly evaluative and methodological policies are studied. Following a comparative methodology and through different qualitative strategies of information collection and analysis, the research presents some results that mean some limitations of the evaluation programs that are currently being developed at the regional level and provide clarity to some of the current debates around to the evaluations of educational systems.

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Henry, Gary T., Kent C. Dickey, and Janet C. Areson. "Stakeholder Participation in Educational Performance Monitoring Systems." Educational Evaluation and Policy Analysis 13, no. 2 (June 1991): 177–88. http://dx.doi.org/10.3102/01623737013002177.

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Performance monitoring systems have typically been “top-down” evaluation approaches. In Virginia, however, a stakeholder approach was used to develop an educational-performance monitoring system. Four stakeholder groups (teachers, school superintendents, school board members, and education group representatives) were identified, and representatives of the groups were involved in developing the system. Stakeholder group representatives viewed their impact on the development of the system positively. Teachers, who might be expected to resist a performance monitoring system, were the most positive about their efficacy in the process and the most committed to the system. The responses of the stakeholders generally indicate that some of the preconditions for utilization of the results were met through the approach of involving stakeholders. However, it is not clear whether the opinions of the representatives will spill over to the rest of the education community.

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Iglesias, Ana, Lourdes Moreno, Dolores Cuadra, and Elena Castro. "Are Accessible Distance Learning Systems Useful for All Students?" International Journal of Web-Based Learning and Teaching Technologies 8, no. 2 (April 2013): 1–18. http://dx.doi.org/10.4018/jwltt.2013040101.

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Nowadays the use of distance learning systems is widely extended in engineering education. Moreover, most of them use multimedia resources that sometimes are the only educational material available to provide certain educational knowledge to the students. Unfortunately, most of the current educational systems and their educational content present accessibility barriers so some students cannot access to these educational resources. This paper introduces IMES, an inclusive system designed to ensure that students of all abilities can access the educational content of the system. But, are all the students (not only students with disabilities) satisfied with this kind of inclusive applications? Are they useful for all the students? One hundred and eight students participated in the evaluation of the system during an academic course at Universidad Carlos III of Madrid. The evaluation shows that the system presents educational benefits to all the students in terms of usefulness and user’s satisfaction.

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Iglesias, Ana, Lourdes Moreno, Elena Castro, and Dolores Cuadra. "Are Accessible Distance Learning Systems Useful for All students?" International Journal of Web-Based Learning and Teaching Technologies 9, no. 1 (January 2014): 1–17. http://dx.doi.org/10.4018/ijwltt.2014010101.

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Nowadays the use of distance learning systems is widely extended in engineering education. Moreover, most of them use multimedia resources that sometimes are the only educational material available to provide certain educational knowledge to the students. Unfortunately, most of the current educational systems and their educational content present accessibility barriers so some students cannot access to these educational resources. This paper introduces IMES, an inclusive system designed to ensure that students of all abilities can access the educational content of the system. But, are all the students (not only students with disabilities) satisfied with this kind of inclusive applications? Are they useful for all the students? One hundred and eight students participated in the evaluation of the system during an academic course at Universidad Carlos III of Madrid. The evaluation shows that the system presents educational benefits to all the students in terms of usefulness and user's satisfaction.

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Rebolloso, Enrique, Baltasar Fernández-Ramírez, and Pilar Cantón. "The Influence of Evaluation on Changing Management Systems in Educational Institutions." Evaluation 11, no. 4 (October 2005): 463–79. http://dx.doi.org/10.1177/1356389005060263.

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Goel, L., C. K. Wong, and G. S. Wee. "An educational software package for reliability evaluation of interconnected power systems." IEEE Transactions on Power Systems 10, no. 3 (1995): 1147–53. http://dx.doi.org/10.1109/59.466543.

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Novanandini, E. R., O. C. Dewi, and Y. S. Nugroho. "Evaluation of fire safety maintenance of an educational laboratory facility." IOP Conference Series: Earth and Environmental Science 933, no. 1 (November 1, 2021): 012029. http://dx.doi.org/10.1088/1755-1315/933/1/012029.

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Abstract This paper aims to evaluate fire safety systems of educational building laboratories by exploring the passive, active systems, and fire safety management. The evaluation was carried out in the University Integrated Engineering Lab in Depok City based on the applicable standards and regulations in Indonesia. Educational laboratories require a high-level safety measure against potential fire hazards due to the nature of the activities and equipment used. A reliable fire protection system and fire safety maintenance program are required to provide a comprehensive safety working environment. Lack of maintenance of fire safety systems is one of the causes of fires in educational laboratories. Triangulation methods consisting of field observation, interview, and document review were applied in this study along with descriptive and comparative analysis. Measurements by means of AutoCAD and Dialux simulation were carried out to support the evaluation process. The results show that the main features of the fire safety systems are installed in these laboratories according to the applicable standards and regulations. However, this study reveals that it is necessary to repair the walls, rearrange the sprinkler’s head spacing, add fire extinguisher, sort waste, and establish a fire emergency response team and safety organization.

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Queirós, Ricardo, Paulo Leal, and José Campos. "Sequencing educational resources with Seqins." Computer Science and Information Systems 11, no. 4 (2014): 1479–97. http://dx.doi.org/10.2298/csis131005074q.

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Existing adaptive educational hypermedia systems have been using learning resources sequencing approaches in order to enrich the learning experience. In this context, educational resources, either expository or evaluative, play a central role. However, there is a lack of tools that support sequencing essentially due to the fact that existing specifications are complex. This paper presents Seqins as a sequencing tool of digital educational resources. Seqins includes a simple and flexible sequencing model that will foster heterogeneous students to learn at different rhythms. The tool communicates through the IMS Learning Tools Interoperability specification with a plethora of e-learning systems such as learning management systems, repositories, authoring and automatic evaluation systems. In order to validate Seqins we integrate it in an e-learning Ensemble framework instance for the computer programming learning domain.

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Passone, Eric, and Karlane Holanda Araújo. "EDUCATIONAL EVALUATION DEVICE OF CEARÁ: THE (IN)VISIBILITY OF STUDENTS WITH DISABILITIES." Cadernos de Pesquisa 50, no. 175 (March 2020): 136–60. http://dx.doi.org/10.1590/198053146824.

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Abstract This article deals with the paradox of school inclusion in the basic education evaluation policy of the state of Ceará, a federative unit that stands out among the state education systems of the country in terms of proficiency indicators in basic education, although there is within its system a normative device that deduces from the evaluation calculation the performance of students with disabilities, generating a state of “internal exclusion” to the school system. Based on the debate about evaluation policies as a mechanism of educational management in the national context and on the observation of studies that point to the exclusionary trend of large-scale evaluation in relation to inclusive education, a law provision is addressed that promotes the exclusion of special education from the results of the evaluations of the Permanent Evaluation System of Ceará Basic Education [Sistema Permanente de Avaliação da Educação Básica do Ceará] (Spaece).

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Gvirtz, Silvina, Silvina Larripa, and Verónica Oelsner. "Technical Problems and Political Uses of National Assessments in the Argentinian Educational System." education policy analysis archives 14 (July 5, 2006): 18. http://dx.doi.org/10.14507/epaa.v14n18.2006.

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This article presents results from different research investigations which have explored the relations between the technical and the political dimension of the assessment of educational systems. The case study taken on for this matter is the national evaluation system in force in Argentina since 1993. In the first part we present some technical problems which the implementation of this system has encountered in this country. In the second part we carry out an analysis of these technical inconveniences, within the political context of educational reform in which the evaluation system arises and develops. In addition, we present an analysis of the effective use of the information provided by the evaluations. Finally, in the conclusions, we present some considerations on the role of national evaluations in educational reform contexts, and on the prospects of their consolidation as systems which inform in a valid and reliable form about the course of education in the mid and long term.

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Efremova, Nadezhda, and Timur Tabishev. "International criteria for assessment of accreditation of educational activities." E3S Web of Conferences 210 (2020): 18070. http://dx.doi.org/10.1051/e3sconf/202021018070.

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The article gives a comparative and analytical review of the national systems of accreditation of educational programs according to European, Asia-Pacific and Russian standards of quality assurance in higher education. The emphasis is on the structuring of the main provisions and features of foreign and domestic accreditation systems in the field of education. The main universal blocks of educational activity assessed at accreditation are identified: management of educational process, resources and provision of educational activity, competence and qualification model of a graduate. In accordance with the principles of international and national standards, the requirements to the accreditation procedures of educational activity are set out in the main (universal) diagnostic blocks. For the evaluation of educational activity during the accreditation of higher education institutions the criteria of achievements are given. It is noted that the most important criterion of quality of education at accreditation is the evaluation of educational achievements of students. Difficulties of evaluation of educational results and ensuring their comparability at the international level for understanding the quality of training of specialists in different educational systems are noted. The lack of reliable evaluation tools creates certain difficulties in accreditation. The most problematic is the development and application of evaluation materials with planned activities to identify the levels of competence of students and graduates.

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Vinnik, Alina Evgenievna. "Evaluation of higher education system management efficiency." Vestnik of Astrakhan State Technical University. Series: Economics 2020, no. 1 (March 31, 2020): 101–7. http://dx.doi.org/10.24143/2073-5537-2020-1-101-107.

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The article presents the study results of the effectiveness of managing the higher education system using the experience of leading countries of the world. The higher education systems of the United States, the UK and Sweden were chosen as the objects of study representing the North American, European and Scandinavian models of education. The educational organizations of the above countries traditionally hold the leading positions in the world ratings, including the rating of the national education systems Universitas 21, rating of the world's academic universities and ranking of the best universities in the world according to the Times Higher Education version. The official data of the leading world ratings in the field of education were analyzed, as well as the distinctive features of the educational policy of the United States of America, the UK and Sweden were identified, on the basis of which factors ensuring the high efficiency and competitiveness of the higher education system in the global educational service market were stated. Among the main factors are the following: high government spending on the education system, increasing the accessibility of higher education for the population, ensuring high quality educational services, export orientation, etc. The system of indicators has been formed to assess the effectiveness of managing national educational systems. The dynamics of coefficient of higher education propagation in the period within 1970-2014 has been illustrated; the forecast of involving the population of the leading countries into the higher education up to 2050 has been presented. It has been stated that in the developing countries the problem of higher education can be solved due to its accessibility and in the economically developed countries it is solved due to increasing the quality of educational programs, rising the number of educational trajectories and costs.

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Glasman, Naftaly S., and Pamela Ann Martens. "Personnel evaluation standards: The use in principal assessment systems." Peabody Journal of Education 68, no. 2 (January 1991): 47–63. http://dx.doi.org/10.1080/01619569309538719.

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Yamani, Hanaa A., Ahmed D. Alharthi, and Lassaad Kacem Smirani. "Evaluation of Learning Management Systems." International Journal of Emerging Technologies in Learning (iJET) 17, no. 07 (April 12, 2022): 125–44. http://dx.doi.org/10.3991/ijet.v17i07.28881.

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This study examined, by analysis and comparison, two Learning Management Systems (LMS): Blackboard and Brightspace. The field research sample consisted of 513 students at Umm Al-Qura University. The study attempted to answer central questions dealing with the evaluation level of Umm Al-Qura University students for the characteristics of these two LMS. The study concludes that most students agree on the benefits of Blackboard and Brightspace, and according to them, the most common advantages of these LMS are: Help to access shared data and files, record and monitor the learner's performance, help to control and customize the educational process, facilitate the exchange of experiences and scientific concepts with others, the stable interface in controlling and moving among other components, facilitate discussion with the teacher and with students, and interface easy to understand and learn and easy to use. The study revealed that there is a statistically significant difference between the mean scores of students who use the Blackboard system and students who use the Brightspace system in the overall score to evaluate the e-learning system characteristics in favor of students who use the Brightspace system. This means that students who use the Brightspace system are more sensitive to the advantages of an e-learning system compared to students who use the Blackboard system. The findings can be used to assist educators in producing the best process of implementing open and distance learning. The appropriate techniques must be chosen to ensure that no student drops behind and that the teaching and learning process works with sustainability.

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Cervero, Antonio, Adrián Castro-Lopez, Lucía Álvarez-Blanco, María Esteban, and Ana Bernardo. "Evaluation of educational quality performance on virtual campuses using fuzzy inference systems." PLOS ONE 15, no. 5 (May 29, 2020): e0232802. http://dx.doi.org/10.1371/journal.pone.0232802.

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McCartney, Elspeth, Gilbert MacKay, Sally Cheseldine, and Susan McCool. "The Development of a Systems Analysis Approach to Small‐scale Educational Evaluation." Educational Review 50, no. 1 (February 1998): 65–73. http://dx.doi.org/10.1080/0013191980500107.

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Mendel, Lisa Lucks, Michael K. Wynne, Kris English, and Alicia Schmidt-Troike. "Computer Applications in Educational Audiology." Language, Speech, and Hearing Services in Schools 26, no. 3 (July 1995): 232–40. http://dx.doi.org/10.1044/0161-1461.2603.232.

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Educational audiology involves the development, coordination, implementation, and evaluation of numerous, diverse audiological services, generally across several sites. The purpose of this report is to provide an overview of how computer-based technologies can be used by educational audiologists to perform their job responsibilities in an easier, more efficient manner. Computer technologies can be classified into three categories: (a) information systems applications, (b) screening and diagnostic applications, and (c) intervention applications.

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Lancheros-Cuesta, Diana Janeth, Angela Carrillo-Ramos, and Milena Lancheros-Cuesta. "Evaluation of content adaptation." International Journal of Web Information Systems 15, no. 4 (October 7, 2019): 474–88. http://dx.doi.org/10.1108/ijwis-11-2018-0078.

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Purpose Students have learning difficulties, mainly in processes that involve attention and interpretation of written or spoken language. Technological tools allow to create computational platforms with adaptation aspects depending on the student’s characteristics. It is also important to highlight the progress of the measurement of cognitive processes such as attention through NeuroSky’s MindWave EEG sensors. This paper aims to present the results of analyzing attention levels of children with learning difficulties, based on the acquired brain waves. As a final result, an adaptive computational system that displays educational activities regarding educational profiles of children is obtained. Design/methodology/approach The Kamachiy–Idukay platform was chosen to make the validation. The platform generates the educational activities according to the students’ profile. The validation phases were identification of the test environment, the first environment required a scenario that involved students with learning difficulties, to verify the functionality of the system, when analyzing cases of the students with learning difficulties; identification of two validation criteria, type of educational activity and attention difficulties of the students; and analysis of the brain signal when children interact with the educational content. Findings The adaptation of contents that include music and animations generate higher levels of attention in students with difficulty. The analysis of signals from the NeuroSky sensor to determine the attentional levels in children allowed a generation of content adapted to the characteristics of the difficulty in each child. Research limitations/implications For the validation, it was necessary at the beginning of the activity to determine the stability of the signal emitted by the NeuroSky sensor. Two cases were studied in children with difficulty and their measure of attention versus adaptive contents. Practical implications A k-means algorithm was used to establish the attention levels of the children. Social implications Children with learning difficulties have different learning styles, which implies an adaptation of content that generates an attentional process according to their characteristics. Originality/value Evaluation content adaptation taking into account the signal brain sensor NeuroSky for learning process. The signal brain of the student when interacting with the activities is include in the student profile.

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Fend, Helmut, and Sigrid Schröer. "The Formation of Self-Concepts in the Context of Educational Systems." International Journal of Behavioral Development 8, no. 4 (December 1985): 423–44. http://dx.doi.org/10.1177/016502548500800404.

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On the basis of a longitudinal study of adolescents (age 12-16) we are investigating the input of school experiences on central aspects of personality formation. In this context the relationship between the evaluative system of the school and the self-evaluation of the pupils was assessed to test for the existence of an isomorphism. However, the results show only a weak relationship and make clear that the institutionally defined success and failure patterns of pupils in the German educational system are not isomorphically reflected in the generalized self-evaluation of the adolescents. But this does not mean that educational experiences are irrelevant for the formation of self-concepts. The educational system prestructures the latent problems which have to be interpreted and worked on individually and in the social context of peers and parents. Within the context of a psychological model we try to show how these problems are coped with and how this coping process crystallizes in a system of self-concepts.

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Andrushchak, G. "Student Evaluation of Faculty: Management Innovations at Russian Universities." Voprosy Ekonomiki, no. 6 (June 20, 2007): 106–15. http://dx.doi.org/10.32609/0042-8736-2007-6-106-115.

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The author describes basic functions of the student evaluation of faculty systems, discusses the main controversies and results of empirical research and considers the problem of possible biases in the quality evaluation in such systems. The article examines different institutional factors which limit the use of these systems. Special attention is paid to the Russian educational market.

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Guthrie, James W. "The World’s New Political Economy Is Politicizing Educational Evaluation." Educational Evaluation and Policy Analysis 13, no. 3 (September 1991): 309–21. http://dx.doi.org/10.3102/01623737013003309.

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Educational evaluation conventionally has concentrated on measuring individual student achievement, appraising instructional methods and materials, and assessing program performance. Major issues in the field have been scholarly and methodological. The central career orientation of educational evaluators has been toward academic colleagues and practicing educators. However, contemporary education reform efforts aimed at using schooling to enhance national economic development are altering this conventional orientation. Managerial expectations are replacing professional relations as the prime orientation of the enterprise, and the broader environment in which evaluation takes place is becoming intensely politicized. This essay (a) explains the evolving human capital imperative and its relation to education, (b) links these schooling changes to economic development, (c) summarizes the historic orientation of the education evaluation field, (d) suggests the evaluation dynamics which develop when governments reshape schooling systems in order to enhance national economic growth, and (e) outlines an alternative model for educational appraisal.

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Zupko, Karen. "Evaluating Your Staff." Otolaryngology–Head and Neck Surgery 112, no. 5 (May 1995): P171. http://dx.doi.org/10.1016/s0194-5998(05)80458-9.

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Dokuchaieva, Viktoriia V., Liudmyla M. Sbitnieva, Nazip V. Khamitov, Dmytro O. Chystiak, and Nataliia M. Malaniuk. "Design of Innovative Pedagogical Systems on Interdisciplinary Basis." International Journal of Higher Education 9, no. 7 (August 7, 2020): 267. http://dx.doi.org/10.5430/ijhe.v9n7p267.

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The urgency of the problem raised in the article is determined by: evolutionary trends in education related to the need to design prospects for its development on an innovative basis; undeveloped conceptual foundations of designing innovative pedagogical systems on an interdisciplinary basis, reflecting the dialectical unity of theoretical and technological aspects of the design process; increasing the requirements for the quality of design activities in the process of preparation for practical implementation and improvement of innovations; insufficient development of the technological and methodological apparatus for measuring and evaluating the effectiveness of the process of designing innovative pedagogical systems on an interdisciplinary basis; the need to create an infrastructure for pedagogical design and accumulation of a database of pedagogical projects. The research was conducted as a project study (DBR) for three years (2017-2020) using mixed methods: unstructured interviews, the method of expert evaluations (based on the method of pairwise comparison), qualimetric methods of assessing the quality of pedagogical projects, statistical methods of data processing and testing hypotheses. The study showed that the effectiveness of the design of innovative pedagogical systems on an interdisciplinary basis is ensured by the creation of an external information and educational environment for the design of innovative systems and monitoring of design activities. In terms of content, they reflect the main provisions of the study and provide its experimental verification. The study developed an instrument for expert evaluation of projects of innovative pedagogical systems on an interdisciplinary basis, covering the project presentation scheme, summative and prognostic criteria of examination in socio-pedagogical, psychological and pedagogical, scientific and methodical, managerial and technical areas, methods of project quality assessment. The conclusions and recommendations of the study can be the basis for improving the educational process in educational institutions, as well as the development of pedagogical design practices.

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Bykov, Valeriy Yu, Oleksandr Yu Kuchanskyi, Andrii O. Biloshchytskyi, Yurii V. Andrashko, Oleksandr V. Dikhtiarenko, and Svitlana V. Budnik. "DEVELOPMENT OF INFORMATION TECHNOLOGY FOR COMPLEX EVALUATION OF HIGHER EDUCATION INSTITUTIONS." Information Technologies and Learning Tools 73, no. 5 (October 30, 2019): 293–306. http://dx.doi.org/10.33407/itlt.v73i5.3397.

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This paper presents a method for complex evaluation of higher education institutions based on a generalized volume of m-simplex calculation. Every kind of activities of higher education institutions (educational, scientific, innovative, etc.) determines an axis in the multidimensional space used to build the m-simplex. After evaluating higher education institutions in the specified m-activities, the points are put on the respective axis. M-simplex with vertices in these points is built. The generalized volume of this m-simplex, which is calculated based on the Cayley-Menger determinant, defines the integral quantitative assessment of higher education institutions’ activities. To verify the specified method for evaluating higher education institutions, we reviewed well-known evaluation methods and described some types of activities that could be used as a basis for a definition of the axes on which the m-simplex is built. The research component of higher education institutions’ activities is determined by the volume of articles published and their citations in international scientometric databases. The educational component relates to the quality of graduates, their competitiveness in the labour-market. The international component concerns the participation of higher education institutions and their departments in international programs and projects. The described method could be used to monitor the activities of higher education institutions and their separate structural subdivisions. The results of the monitoring are important for a comprehensive evaluation of scientific, educational, international, innovative and other types of activities of higher education institutions in a particular region and the country as a whole. In this article, we have formed a list of indicators, according to which several Ukrainian higher education institutions were evaluated. Besides, the comparison of quantitative evaluations with ratings of higher education institutions in international systems of university activities evaluation was made.

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Dong, Yuan, ShiLun Zhang, and YuanLin Huang. "Construction of Educational Quality Evaluation Index System Based on Project Management." International Journal of Information Systems in the Service Sector 12, no. 2 (April 2020): 65–75. http://dx.doi.org/10.4018/ijisss.2020040105.

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Project management is a sub-discipline of management. Using specialized knowledge, skills, tools, and methods in project activities enables the project to meet or exceed set requirements and desired processes under limited resource constraints. Project management is the overall monitoring and control of activities that are successful in achieving a range of goals. This includes planning, scheduling, and maintaining the progress of the activities that make up the project. A project is a one-time task that needs to be completed within a defined resource and within a limited time. Specifically, it can be a project, a service, a research topic, and an activity. Project management education reflects the characteristics of education and can better solve the problem of the quality of education personnel training and the needs of social talents. Project management education is an inevitable choice for reform.

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Sanders, William L., and Sandra P. Horn. "Educational Assessment Reassessed." education policy analysis archives 3 (March 3, 1995): 6. http://dx.doi.org/10.14507/epaa.v3n6.1995.

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For decades, the assessment of educational entities--school systems, individual schools, and teachers--has evoked strong and sometimes violent emotions from the educational community, the general public, and their legislative representatives. In spite of attempts to codify standards for the evaluation of these entities, assessment experts remain denominationalized--often religiously so. Methods of assessment based on the use of standardized tests have come under intense fire in recent years with some critics going so far as to call for their complete elimination. Those who advocate alternative methods of assessment have become increasingly outspoken in establishing exclusive rights to the legitimate assessment paradigm. However, some of the most respected advocates of alternative assessment have taken a more moderate view, warning against an "either-or" mentality (Brandt, 1992, p. 35). Reflecting this more moderate perspective, this paper strongly advocates the use of multiple indicators of student learning, including those provided by standardized tests.

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Konevshchynska, O., and A. Kravchenko. "NETWORK RESOURCES AND SERVICES AS MEANS OF INFORMATION AND COMMUNICATION BETWEEN SUBJECTS OF EDUCATIONAL ACTIVITY OF HIGHER EDUCATIONAL INSTITUTION." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 3(89) (July 22, 2017): 5–11. http://dx.doi.org/10.35433/pedagogy.3(89).2017.5-11.

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In an article on the basis of the thorough analysis of the psychological, pedagogical and methodological scientific sources, the basic definition investigated problem and the peculiarities of the structure and use of cloud-oriented information and analytical network tools, including administrative, corporate, educational, university website to perform scientific, educational and international activities of the university. The expediency and the ability to use network resources and cloud services as a means of information and communication interaction of educational activity of higher education. Determined that the official websites related to open web-based corporate information systems that operate in scientific institutions and universities. Outlined the educational function of the university website as an important tool to guide students in information and educational space. The basic requirements for the substantive content of the educational website developed eligibility criteria website usability standards for its content including: evaluation criteria interface; criteria for assessing the business logic; evaluation criteria information; evaluation criteria navigation; evaluation criteria homepage. Investigated the importance of creating their own educational websites for higher education institutions that reflect the level of information and communications interaction of learning activities and play a significant role in the development of open educational content and scientific environment of the University. The development of educational and scientific environment of higher educational institutions using cloud-oriented services, network resources, enables the combination of science and practice, integrating the process of training and scientific research, improved results and the level of organization of scientific, educational and international activities, and is defining trend of scientific and educational information networks and systems of open education and science.

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Murillo-Muñoz, Fernanda, Christian Navarro-Cota, Reyes Juárez-Ramírez, Samantha Jiménez, Juan Ivan Nieto Hipólito, Ana I. Molina, and Mabel Vazquez-Briseno. "Characteristics of a Persuasive Educational System: A Systematic Literature Review." Applied Sciences 11, no. 21 (October 28, 2021): 10089. http://dx.doi.org/10.3390/app112110089.

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The need to compete for users’ attention and provide them with the best user experience has increased the use of persuasion strategies in modern systems. Currently, Persuasive Systems (PSs) promote healthy behavior for well-being, energy consumption, and learning. Although the educational domain has limited investigation compared to other areas, PSs in education have been shown to be effective in motivating students. This paper summarizes the existing evidence on Persuasive Educational Systems (PESs), emphasizing research on the current design methods, evaluation methods, and characteristics. We follow Kitchenham’s method to perform a systematic literature review about PESs published between 2014 and 2020, with 19 relevant studies selected. We highlight some results from the analysis of selected papers such as persuasion strategies, use of a personalized persuasion technique, study of students’ susceptibility to strategies, integration of gamification mechanisms, and proposed tools to design PES. Moreover, we discuss interesting facts such as the common practice of using more than one tool to design PES, aspects of interaction, persuasion, learning, and the challenges in evaluating persuasive impact. Finally, as the main contribution of the paper we identify the seven necessary characteristics to build a persuasive educational system.

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Boytchev, Pavel, and Svetla Boytcheva. "Gamified Evaluation in STEAM for Higher Education: A Case Study." Information 11, no. 6 (June 11, 2020): 316. http://dx.doi.org/10.3390/info11060316.

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The process of converting non-game educational content and processes into game-like educational content and processes is called gamification. This article describes a gamified evaluation software for university students in Science, Technology, Engineering, the Arts and Mathematics (STEAM) courses, based on competence profiles of students and problems. The traditional learning management systems and learning tools cannot handle gamification to its full potential because of the unique requirements of gamified environments. We designed a novel gamification evaluation and assessment methodology implemented in a STEAM course through specially designed software. The results from end-user tests show a positive expectation of students’ performance and motivation. The preliminary results of over 100 students in the Fundamentals of Computer Graphics course are presented and the results of quantitative analysis are discussed. In addition we present an analysis of students’ surveys, where students expressed in free text form observations about the software.

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Seidel, Robert J., and Ok-Choon Park. "An Historical Perspective and a Model for Evaluation of Intelligent Tutoring Systems." Journal of Educational Computing Research 10, no. 2 (March 1994): 103–28. http://dx.doi.org/10.2190/xuwl-g11v-9lfx-67xp.

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The purposes of this article are to 1) examine the changes which have occurred in the development and evaluation of ITS systems for the last twenty years, 2) speculate on future directions, and 3) propose a conceptual model to evaluate and institutionalize this technological innovation into training and educational settings. First, we review theoretical and technical dimensions that could be considered relevant to internal evaluation of ITS technology. Secondly, we discuss evaluation dimensions which, while external to ITS per se, are relevant for situational evaluation of any technological innovation. After theoretical and methodological discussions of intelligent features and effectiveness of ITS, its research and development activities are examined from a historical perspective. The development of ITS is divided into three stages and the development focus for each stage is discussed to show the shifts. It is observed that theoretical and methodological criticisms of ITS, needs unique to practical applications, and development of computer technology have influenced the shifts of ITS development focuses: purpose, staffing, hardware and software technology used, and contributions. In stage III, most recent development focuses and future prospects are discussed, including investigation of specific instructional strategies, creation of flexible environments for instructional strategy research, modeling of the human tutor, simulation of human learning and cognition, and creation of multimedia environments. After discussing problems associated with moving ITS from the laboratory to an institutionalized part of the practical world, a conceptual model for evaluating technological innovation in training and educational environments is proposed. This model considers the technology purpose, processes, outcome measures, and the maturity of the technological innovation (the latter especially relevant for ITS). It has three major stages: adoption, implementation, and institutionalization and two major processes: assimilation and accommodation of the innovation. These stages and processes occur within a context of multiple levels of users/stakeholders or decision-makers. Taken together they make up the dimensions of the evaluation model for any technological innovation, including ITS.

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Dzhurylo, Alina. "GUIDING PRINCIPLES FOR POLICY DEVELOPMENT ON QUALITY ASSURANCE IN SCHOOL EDUCATION: EUROPEAN EXPERIENCE FOR UKRAINIAN SUCCESS." Ukrainian Educational Journal, no. 3 (September 24, 2021): 13–23. http://dx.doi.org/10.32405/2411-1317-2021-3-13-23.

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In present-day conditions, the quality of education is becoming the most important characteristic that determines the competitiveness of educational institutions and national education systems. The tasks of quality assurance and control are central to the educational reforms of many countries, including Ukraine. The problem of measuring and evaluating learning outcomes is becoming one of the most important in pedagogical theory and practice, as its solution allows to determine the effectiveness and ways to improve the content, methods and organization of learning, management system. Objective, theoretically substantiated measurements and evaluation of learning outcomes can give teachers and heads of educational institutions information about the pedagogical process, educational achievements of each student, identify the impact of various factors on the course of learning and its results. The issue of quality assurance continues to be relevant for Ukraine in the context of the reform of the New Ukrainian School and attempts to create a system of education evaluations, which should focus on four key positions: promoting the quality of primary, basic secondary and complete secondary education; accumulation of objective information about the educational process and learning outcomes of students of general secondary education; support of the educational process in general secondary education institutions (what and how is assessed – that is why attention is paid to the extent of organizing the educational process); supporting teachers, increasing trust in them. The experience of EU countries where similar educational assessment systems have operated successfully can be useful for Ukrainian policy-makers and researchers in the field of education.

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Arden, Sarah V., Allison Gruner Gandhi, Rebecca Zumeta Edmonds, and Louis Danielson. "Toward More Effective Tiered Systems: Lessons From National Implementation Efforts." Exceptional Children 83, no. 3 (April 2017): 269–80. http://dx.doi.org/10.1177/0014402917693565.

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Based on the 2015 evaluation of response-to-intervention (RTI) efforts and our own 2 decades of experience in supporting educators’ implementation of RTI efforts, four recommendations are presented to advance effective implementation of tiered systems of intervention. We suggest that by (a) assessing readiness and capacity, (b) providing content and coaching as part of professional development, (c) using evaluation data, and (d) including students with disabilities, educators can make strides to implement RTI more effectively and help to meet the needs of all students in today’s schools.

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Broadfoot, Patricia. "The role of educational assessment in England and France." Tocqueville Review 20, no. 2 (January 1999): 9–24. http://dx.doi.org/10.3138/ttr.20.2.9.

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The title of this conference Evaluation et concurrence dans les systèmes scolaires européens is very much a reflection of current developments in education policy. Even 20 years ago it would have been hard to conceive of such a topic. Its choice as a focus for this collection of papers reflects the now key role of evaluation in the governance of education systems. In order to understand the significance of this development, it is pertinent to examine the factors which had led up to the current situation.

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Kaar, Claudia, and Christian Stary. "Digital Learning Support for Makers: Integrating Technical Development and Educational Design." Information 12, no. 5 (May 15, 2021): 209. http://dx.doi.org/10.3390/info12050209.

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Makerspaces have gained momentum, not only due to novel manufacturing technologies but also the need for qualified workforce in production industries. Capacity building should not follow ad hoc procedures or arbitrary project designs to qualify for digital production, but rather should still leave room for creativity. As such, the quest has arisen for structured while empowering guidance of additive manufacturing. This can be of benefit for timely education, not only for qualifying existing workforce in production industries but also to attract students in production-related domains. In this paper, we aim to develop an integrated understanding of technical development and capacity-building support activities. We exemplify the proposed design science approach with a regional makerspace. This provides us with the user-centered evaluation of structuring additive manufacturing along an individualized education scheme. Thereby, additive manufacturing capacity building starts with individual goal setting and structuring requirements for an envisioned solution, which becomes part of a learning contract of a specific project. Learning steps are framed by design science and its stages and cycles, since artifacts can be of various kinds, stemming either from construction, modeling, material selection, or manufacturing. The evaluation study revealed essential benefits in terms of structured planning and individualization of capacity-building processes.

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Ramanauskaitė, Simona, Neringa Urbonaitė, Šarūnas Grigaliūnas, Saulius Preidys, Vaidotas Trinkūnas, and Algimantas Venčkauskas. "Educational Organization’s Security Level Estimation Model." Applied Sciences 11, no. 17 (August 31, 2021): 8061. http://dx.doi.org/10.3390/app11178061.

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During the pandemic, distance learning gained its necessity. Most schools and universities were forced to use e-learning tools. The fast transition to distance learning increased the digitalization of the educational system and influenced the increase of security incident numbers as there was no time to estimate the security level change by incorporating new e-learning systems. Notably, preparation for distance learning was accompanied by several limitations: lack of time, lack of resources to manage the information technologies and systems, lack of knowledge on information security management, and security level modeling. In this paper, we propose a security level estimation model for educational organizations. This model takes into account distance learning specifics and allows quantitative estimation of an organization’s security level. It is based on 49 criteria values, structured into an AHP (Analytic Hierarchy Process) tree, and arranged to final security level metric by incorporating experts’ opinion-based criteria importance coefficients. The research proposed a criteria tree and obtained experts’ opinions lead to educational organization security level evaluation model, resulting in one quantitative metric. It can be used to model different situations and find the better alternative in case of security level, without external security experts usage. Use case analysis results and their similarity to security experts’ evaluation are presented in this paper as validation of the proposed model. It confirms the model meets experts-based information security level ranking, therefore, can be used for simpler security modeling in educational organizations.

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Morze, Nataliia, Hanna Pavlova, and Eugenia Smyrnova-Trybulska. "Quality Hybrid Education Evaluation: Academic Staff Performance Assessment (Cases: Borys Grinchenko Kyiv University and the University of Silesia)." International Journal of Information and Communication Technologies in Education 6, no. 1 (March 28, 2017): 30–39. http://dx.doi.org/10.1515/ijicte-2017-0003.

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Abstract The process of adjusting transformation of education to dynamics of civilization development requires from systems of education to respond to constant corrections from all the stakeholders, agents and processes to upgrade its elements and parameters, which can be facilitated by real-time feedbacks at all levels of systems. Studying quality education in the context of the goals that the mankind has been setting for its sustainable development helps realize the changes in the attributes of educational system and subsystem elements, given quality of education reflects a level of disorder providing objective data on interactions of system elements and their discord with normative goals forecast for certain educational systems. The paper analyzes hybrid education as a form of education which is being determined by transformation of educational systems under applying ICTs for educational processes and by external factors connected with determining sustainable development and with hybridization of environment, which requires new instruments for quality assessment that are currently being under development.

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Strataki, Anastasia. "An evaluation of educational apps for preschool-age children in Android and iOS." Advances in Mobile Learning Educational Research 2, no. 1 (2022): 278–88. http://dx.doi.org/10.25082/amler.2022.01.012.

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Applications (apps) available as educational in digital app stores for preschoolers claim that they offer to learn content on a wide range of basic academic skills, including counting, reading, and pattern recognition. This research aimed to investigate the educational quality of a range of educational applications for Android and iOS Operating Systems aimed at preschool-age children, i.e., children from 3 to 5 years old. The evaluation was done using two scientific tools: the rubrics published by Lee & Cherner entitled "A Comprehensive Evaluation Rubric for Assessing Instructional Apps" and by Papadakis, Kalogiannakis & Zaranis entitled "Designing and creating an educational app rubric for preschool teachers". The research results showed that most proclaimed educational applications did not have a real educational value. Research extensions are discussed.

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Irtegov, D. V., T. V. Nesterenko, and T. G. Churina. "Systems for Automated Evaluation of Programming Tasks: Development, Use and Perspectives." Vestnik NSU. Series: Information Technologies 17, no. 2 (2019): 61–73. http://dx.doi.org/10.25205/1818-7900-2019-17-2-61-73.

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The paper is devoted to the issues related to the development and use of automated assessment systems for programming tasks. The work on automated testing of programming tasks had been held in Novosibirsk State University since 1998. It was created several generations of systems of this type. The first program of about 1,000 lines was written in Perl. Currently, the automated system, named NSUts, is used in the programming contests and in the educational process. As a result of work in it, as well as acquaintance with other similar systems, both Russian and foreign, it was possible to formulate requirements for software development of this kind, to analyze the difference between the systems for testing competitions and training support systems. The article also provides an overview of the existing systems for checking tasks on programming, an analysis of the advantages and disadvantages of each of these systems, and a detailed comparison of the NSUts system with the Yandex Contest system. The current state of the NSUts system architecture is described. Much attention is paid to the practice of using the system in the educational process, statistics and graphs of students' progress of students studying with the help of this system are given. The article describes the analysis of the experience of using the NSUts system and outlines the prospects for its development.

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Nickles, George M., and Amy R. Pritchett. "Work Action Analysis." Journal of Cognitive Engineering and Decision Making 6, no. 1 (January 5, 2012): 112–36. http://dx.doi.org/10.1177/1555343411432337.

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Cognitive engineering methods must be extended to allow for analysis of educational systems. Specifically, this article proposes work action analysis (WAA) as a method for modeling educational systems to support their design and evaluation. WAA is defined as a form of work analysis that describes a system as the overall system goals, the collective work environments for each of multiple roles in the system, the essential interrelationships between the agents’ cognitive and physical activities and their environment, and the interactions between agents’ roles. A general description of WAA is given along with specific steps to generate a WAA model. WAA is used to model an undergraduate engineering course and guide its evaluation via a variety of measures. Finally, insights into educational systems from the WAA modeling method are discussed.

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Journal articles on the topic 'Educational systems evaluation'

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