Design of higher education quality monitoring and evaluation platform based on big data

2017 ◽  
Author(s):  
Yuqian Li ◽  
Peng Li ◽  
Feng Zhu ◽  
Ruchuan Wang
Keyword(s):  
Higher Education ◽  
Big Data ◽  
Monitoring And Evaluation ◽  
Quality Monitoring ◽  
Education Quality ◽  
Higher Education Quality ◽  
Evaluation Platform

scholarly journals Quality Monitoring of School Education and Evaluation Platform Based on Big Data

2019 ◽  
Vol 8 (S1) ◽  
pp. 46-49
Author(s):  
C. Vanisri
Keyword(s):  
Big Data ◽  
Data Storage ◽  
Monitoring And Evaluation ◽  
Data Interpretation ◽  
School Education ◽  
Quality Monitoring ◽  
Education Quality ◽  
Good Decision ◽  
The Status ◽  
Evaluation Platform

The Collection and analysis of quality monitoring data of Schools. I consider this data along with combination of effective and efficiency processing of big data and data interpretation, evaluation, and monitor the status of school education and construct a school education quality monitoring and evaluation platform. The platform is teaching centred with schools including system of collecting data, analysis of data, systematic data storage and other areas [1]. With the application of the school education quality monitoring platform, it is possible to understand the current scenario of the development of school education scientifically, and provide the good decision making to the schools administration department.

scholarly journals Improving the Procedure of Monitoring the Higher Education Quality in Ukraine

2020 ◽  
Vol 9 (26) ◽  
pp. 311-318
Author(s):  
Viacheslav Vasiliievich Abroskin ◽  
Olga Ivanivna Demenko ◽  
Olena Mykolayivna Mykolenko ◽  
Yurij Mykolaiovych Frolov
Keyword(s):  
Higher Education ◽  
Monitoring And Evaluation ◽  
Education Quality ◽  
Research Results ◽  
Administrative Procedure ◽  
Analysis And Synthesis ◽  
Higher Education Quality ◽  
Control Research ◽  
Monitoring Procedure ◽  
Analytical Phase

The purpose of the article is to study the monitoring of higher education quality in Ukraine and to develop certain directions for improving its procedure. The authors have used the following scientific methods: dialectical, logical-legal, structural-functional, formal-logical modeling, analysis and synthesis. Based on research results, the main directions for improvement of monitoring procedure of higher education quality are outlined. The concept and features of monitoring as an administrative procedure in the field of higher education are defined. The general principles, main tasks and functions of monitoring the higher education quality are highlighted. The selected provisions of legal regulatory acts which declare the need to promote an adequate level of higher education quality, its monitoring and evaluation are presented. It is asserted that nowadays there is actually no system of monitoring higher education quality in Ukraine. Regarding the analysis of current legislation provisions of Ukraine in the field of higher education, as well as accepted scientific approaches to determining the implementation structure of monitoring procedure of higher education quality, three of its general phases are distinguished. These phases are as follows. I. Preparatory phase, which involves the implementation of a series of appropriate actions, combined into the following main stages: initiating the monitoring procedure; monitoring planning; development of monitoring technology. II. Practical phase, which includes the following main stages: preparation of selected research participants; conducting research. III. Analytical phase, consisting of the following stages: information processing; recommendations development; adjustment and control; research results publishing. It is indicated that each of these phases is a relatively independent and complete part of the procedure, which in turn consists of certain stages, each of which fulfills the corresponding intermediate purposes directed at solving the tasks of this administrative procedure phase.

Promoting Autonomous Learning through Self-, Peer-, and Co-assessment to Ensure High Quality in Georgian Higher Education (a case study of International Black Sea University, Georgia)

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Irma MESIRIDZE ◽  
Nino TVALTCHRELIDZE
Keyword(s):  
Higher Education ◽  
Black Sea ◽  
Communication Technology ◽  
Bologna Process ◽  
Education Quality ◽  
Education Students ◽  
Higher Education Quality ◽  
Information And Communication ◽  
The Bologna Process

The Bologna Process, Information and Communication Technology, and market forces have brought manyinnovations and great changes to higher education systems throughout Europe. Reforms in higher educationhave taken a new direction, towards making higher education students more autonomous. However, manycountries have not really adopted this innovative way of teaching and still maintain an old ‘transmission’ stylewhich often entails teachers trying to pour knowledge into the minds of their students. Promoting autonomouslearning (the ability of students to manage their own learning) in higher education is crucial both for theindividual and society, as the idea of an academic student comprises critical reflective thinking and theimportance of becoming an independent learner. This article will discuss the importance of promotingautonomous learning throughout self, peer and co-assessment for higher education quality enhancement. Thepaper will examine the case of International Black Sea University’s MA students enrolled in the Higher EducationManagement program. The analyses of a survey will be used to discuss the significance of autonomous learningfor students and their readiness for self, peer and co-assessment.

scholarly journals Conceptualising External and Internal Quality Assurance in Higher Education: A Pragmatist Perspective

2016 ◽  
Vol 2 ◽  
Author(s):  
Francis Ansah
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Current Understanding ◽  
Education Quality ◽  
Internal Quality ◽  
Practical Relevance ◽  
Higher Education Quality ◽  
Internal Quality Assurance ◽  
The Relationship ◽  
Education Quality Assurance

The traditional tension between external and internal quality assurance implementation in higher education appears to be declining, based on a rethinking of the relationship between the two concepts. Although there are quality assurance agencies that still consider external and internal quality assurance as separate entities, most quality assurance agencies now regard the two concepts as complementary. In this paper, a case is put that the present rethinking of external and internal quality assurance in most higher education settings is guided by pragmatism, but not explicitly acknowledged in the literature. For a better appreciation of pragmatists’ influence on the current understanding of the relationship between external and internal quality assurance in higher education, this paper provides a further pragmatist conceptualisation of the two concepts to enhance stakeholders’ appreciation of employing a pragmatist approach to quality assurance practices in higher education. The conceptualisation is done through a pragmatist analysis of selected international accounts on higher education quality assurance. The paper concludes that pragmatism helps to understand external and internal quality assurance as nested concepts with reciprocities of accountability and improvement roles, and influences which call for alignment of perspectives through negotiations and settlements in order to focus on their practical relevance for implementation in higher education. La tension traditionnelle entre l’implémentation de systèmes d’assurance qualité interne et externe dans l’enseignement supérieur semble s’affaiblir grâce à la reconsidération de la relation entre ces deux concepts. Bien qu’il existe des agences d’assurance qualité qui continuent à considérer les assurances qualité interne et externe comme deux entités distinctes, la plupart des agences considèrent désormais qu’elles sont complémentaires. Cet article soutient que la nouvelle manière de penser les assurances qualité interne et externe dans l’enseignement supérieur est guidée par un souci de pragmatisme mais est encore peu reconnue dans la littérature. Pour mieux apprécier l’influence des pragmatistes sur la compréhension actuelle de la relation entre les assurances qualité interne et externe, cet article offre une conceptualisation pragmatique approfondie de ces deux concepts dans le but d’augmenter l’appréciation des parties prenantes pour l’utilisation d’une telle approche. La conceptualisation proposée provient d’une analyse pragmatique d’un choix d’expériences internationales en matière d’assurance qualité pour l’enseignement supérieur. En conclusion, cet article affirme que le pragmatisme aide à comprendre les assurances qualité interne et externe comme des concepts imbriqués qui ont des rôles réciproques en ce qui concerne la responsabilisation du système et son amélioration. Ces rôles ainsi que l’influence exercée par ces deux types d’assurance qualité requièrent des négociations et accords, pour s’accorder sur les perspectives et pouvoir ensuite se concentrer pleinement sur la pertinence pratique de leur implémentation dans les systèmes d’enseignement supérieur. 

Sign in / Sign up

Export Citation Format

Share Document