scholarly journals How to evaluate Industrial Engineering undergraduate teachers?

2019 ◽  
Vol 7 (11) ◽  
pp. 1394-1417
Author(s):  
Jonas Gomes da Silva ◽  
Roberta Costa da Silva
Keyword(s):  
Teacher Evaluation ◽  
Continuous Improvement ◽  
Evaluation System ◽  
Teaching And Learning ◽  
Industrial Engineering ◽  
Good Teaching ◽  
Digital Electronics ◽  
Learning Practices ◽  
Level Of Satisfaction

In Brazil, teacher evaluation is required by the National Higher System Evaluation System (INEP, 2011). At UFAM, it is done through the student portal, which is considered ineffective, compromising the process of continuous improvement of teaching and learning. The article evaluates the students' level of satisfaction with the quality of the services provided by the teachers who taught discipline for the FT/UFAM Industrial Engineering course, to propose suggestions for improvements. To this end, the UFAM evaluation portal was studied, then a review of performance evaluation articles allowed the development of a questionnaire (Appendix 1) that was applied in 2011 to 112 (70%) students enrolled in the 2nd, 4th, 6th and 8th periods of this course. After analyzing the data, it was concluded that: a) the UFAM website to evaluate teachers was considered negative by more than 1/3 of the respondents, and the obligation to answer, the excessive amount of questions, the lack of feedback and improvement actions discourage students from responding; b) On the other hand, the application of the questionnaire revealed that the best-evaluated subjects were Special Topics of Industrial Engineering I and II, Management of Technological Innovation, Sanitation Applied to Production, Calculus II, Linear Algebra, Transport Phenomena, and Digital Electronics, most of which were taught by teachers of 2nd and 4th period. For improvement, it is recommended to identify the good teaching and learning practices of these teachers to apply seminars and disseminate them through FT/UFAM.

Administrasi Kurikulum

2020 ◽  
Author(s):  
Qatrin Nada Sanya Rossevin
Keyword(s):  
Teaching And Learning ◽  
School Level ◽  
Educational Institutions ◽  
Educational Goals ◽  
Good Teaching ◽  
Learning Situation ◽  
Whole Process ◽  
Learning Practices ◽  
Teaching Programs ◽  
Principal Task

Curriculum administration is the whole process of planned and intentional and deliberate activities as well as ongoing guidance to the teaching and learning situation in order to help the achievement of educational goals effectively and efficiently.In this connection, at any school level the principal task of the school is to ensure that there are good teaching programs for students. Because basically the management or management of education focuses on all its efforts on teaching and learning practices (PBM). This seems clear that in essence all efforts and activities carried out in schools or educational institutions are always directed at the success of PBM.

PENERAPAN PEMBELAJARAN METODE DISKUSI UNTUK MENINGKATKAN AKTIVITAS BELAJAR SISWA PADA PEMBELAJARAN IPS TERPADU DI KELAS VIII.B SMP NEGERI 5 KOTA SOLOK

2019 ◽  
Vol 5 (1) ◽  
pp. 35-42
Author(s):  
Erma Yenis
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Good Teaching ◽  
Starting Point ◽  
Class Viii

Abstractlearning process  good teaching  can create a situation that allows children to learn, so that is the starting point of the success of teaching. The low quality of education depends on the management of the teaching and learning process which can be interpreted as being less effective in the teaching and learning process, the causes: (1) Low learning activities, (2) Inadequate facilities and infrastructure. The case in Solok City Middle School, the low level of student learning activities allegedly influenced the low student learning outcomes. Based on observations on class VIII A which included the superior class had not yet achieved the desired completeness, the class with the least completeness was class VIII B which was 33.33% with KKM 65 criteria. Seeing this reality, teachers were required to motivate students and foster enthusiasm student learning. Therefore, to foster students' enthusiasm for learning, the author tries to apply student learning activities through discussion methods in small groups.Keywords: Learning, discussion AbstrakProses belajar mengajar yang baik dapat menciptakan situasi yang mmemungkinkan anak belajar, sehingga merupakan titik awal keberhasilan pengajaran. Rendahnya mutu pendidikan tergantung pada pengelolaan proses belajar mengajar yang dapat diartikan kurang efektifnya proses belajar mengajar, penyebabnya: (1) Rendahnya aktifitas belajar,  (2) Sarana dan prasarana yang belum memadai. Kasus pada SMP Negeri % Kota Solok rendahnya aktifitas belajar siswa diduga berpengaruh terhadap rendahnya hasil belajar siswa. Berdasarkan pengamatanpada  kelas VIII A yang termasuk kelas unggul belum mencapai ketuntasan yang di inginkan, sedangkan kelas yang paling sedikit ketuntasannya adalah kelas VIII B yaitu sebanyak 33,33 % dengan kriterian KKM 65. Melihat kenyataan tersebut, guru dituntut untuk dapat memotivasi siswa dan menumbuhkan semangat belajar siswa. Karena itu, untuk menumbuhkan semangat belajar siswa, penulis mencoba untuk menerapkan aktivitas belajar siswa melalui metode diskusi dalam kelompok kecil. Kata kunci: Pembelajaran, diskusi

Distributed Accountability: Creating District Systems to Ensure Teaching Quality

2007 ◽  
Vol 17 (4) ◽  
pp. 504-536
Author(s):  
Jennifer Goldstein
Keyword(s):  
Teacher Evaluation ◽  
Distributed Leadership ◽  
Evaluation System ◽  
Teaching Quality ◽  
District Leaders ◽  
Urban District ◽  
Peer Assistance And Review ◽  
Political Implications ◽  
Peer Assistance

Districts play a key and relatively unexamined role in distributed leadership research. This article explores how leadership was distributed through a district structure designed to improve the quality of teaching by improving the quality of teacher evaluation. It examines peer assistance and review, a policy designed to address the key problems of traditional teacher evaluation by allowing administrators and teacher leaders to share accountability for evaluation processes and decisions. The article presents data from a peer assistance and review program in one urban district, detailing how the program distributed accountability for teacher quality across the district organization. The article extends previous work on distributed leadership by showing how the design of shared tasks can effectively distribute accountability. The article also extends previous work on distributed leadership by elucidating the democratic effects of that distribution. As such, the article addresses questions of instrumentality (i.e., how can district leaders design and implement a better teacher evaluation system?) and agency (i.e., what are the political implications of distributing formal authority for teacher evaluation out of the hands of administrators and into the hands of teachers?).

scholarly journals Exploring the Feedback Quality of an Automated Writing Evaluation System Pigai

2021 ◽  
Vol 16 (11) ◽  
pp. 322
Author(s):  
Jianmin Gao
Keyword(s):  
Evaluation System ◽  
Teaching And Learning ◽  
Final Exam ◽  
Writing Evaluation ◽  
Automated Writing Evaluation ◽  
Writing Practices ◽  
Feedback Quality ◽  
Lexical Errors ◽  
Daily Writing

The study made an exploration of the feedback quality of an Automated Writing Evaluation system (AWE) Pigai, which has been widely applied in English teaching and learning in China. The study not only focused on the diagnostic precision of the feedback but also investigated the students’ perceptions of the feedback use in their daily writing practices. Taking 104 university students’ final exam essays as the research materials, the paired sample t-test was conducted to compare the mean number of errors identified by Pigai and professional teachers. It was found that Pigai feedback could not so well diagnose the essays as the human feedback given by the experienced teachers, however, it was quite competent in identifying lexical errors. The analysis of students’ perceptions indicated that most students thought Pigai feedback was multi-functional, but it was inadequate in identifying the collocation errors and giving suggestions in syntactic use. The implications and limitations of the study were discussed at the end of the paper.

scholarly journals Undervisermetroen – www.undervisermetro.au.dk

2012 ◽  
Vol 7 (13) ◽  
pp. 77-84
Author(s):  
Lene Tortzen Bager ◽  
Peter Stray Jørgensen ◽  
Lotte Rienecker
Keyword(s):  
Digital Media ◽  
Teaching And Learning ◽  
Good Practice ◽  
Good Teaching ◽  
Teaching Competencies ◽  
Teaching Development ◽  
Learning Practices ◽  
Is Development ◽  
To Come

Undervisermetroen er et studiemiljøprojekt som udspringer af AU’s Studiemiljøundersøgelse 2011, og har pædagogisk kompetenceudvikling af og mere systematisk viden- og god praksisdeling mellem undervisere som formål. Metroen består af underviserbidrag og er konciperet af Lene Tortzen Bager, Gitte Wichmann-Hansen, CUDiM, og projektstyret, samlet og redigeret af Peter Stray Jørgensen, Lotte Rienecker og webredaktører Charlotte Albrechtsen og Anni Pedersen. Projektet er forlænget og udvikles nu videre i hele 2012. Selve metroen er en blivende resurse. ”Faculty Metro” is one of over 30 study environment projects at the Faculty of Arts, University of Aarhus, to come out of the study environment investigation, 2011. The purpose is development of teaching competencies and a forum for sharing good teaching and learning practices among faculty. The metro lines and stops contain multimodal good practice descriptions produced by faculty, edited by the Humanities department’s Center for Teaching Development and Digital Media. The idea is conceived by Lene Tortzen Bager and Gitte Wichmann-Hansen. Pedagogical and web crew in 2012 are Peter Stray Jørgensen, Lotte Rienecker, Charlotte Albrechtsen and Anni Pedersen. The metro is a permanent resource.

Determinación del Grado de Satisfacción Estudiantil en una Institución Pública de Educación Superior

2019 ◽  
pp. 16-28
Author(s):  
Norma Otilia Calderon-Rios ◽  
Dorian Aguirre-Brito ◽  
Ana Luisa Zenteno-Bonola ◽  
Lucia Ordoñez-Hernández
Keyword(s):  
Continuous Improvement ◽  
Service Industry ◽  
Survey Sampling ◽  
Primary Data ◽  
Institutions Of Higher Education ◽  
Student Body ◽  
Technological Institute ◽  
Administrative Services ◽  
Level Of Satisfaction

Excellence in service is more than a competitive advantage, a requirement for any organization. The service industry has undergone a change in recent years and the institutions of higher education have not been left out of this requirement. The present study seeks to identify the level of satisfaction of the students of the Technological Institute of Toluca with the services offered. The type of research that is addressed is of a descriptive type; the information is obtained through the collection of primary data through the application of a survey, sampling is carried out by strata, considering each career offered by the Institute as a stratum. The questionnaire includes questions on a five-level Likert scale. The factors that are considered are: teaching, infrastructure and administrative services. The results obtained reveal the areas that require immediate attention from the client's perception (students), this information is the basis for developing strategies for continuous improvement. The conclusions are presented in terms of relevance to the student body, that is, the level of satisfaction as an indicator of the quality of the service provided by the Institution

scholarly journals Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences

2016 ◽  
Vol 52 (5) ◽  
pp. 711-753 ◽  
Author(s):  
Matthew A. Kraft ◽  
Allison F. Gilmour
Keyword(s):  
Teacher Evaluation ◽  
Teacher Development ◽  
Evaluation System ◽  
Evaluation Process ◽  
Unintended Consequences ◽  
Urban District ◽  
Evaluation Systems ◽  
Primary Responsibility

Purpose: New teacher evaluation systems have expanded the role of principals as instructional leaders, but little is known about principals’ ability to promote teacher development through the evaluation process. We conducted a case study of principals’ perspectives on evaluation and their experiences implementing observation and feedback cycles to better understand whether principals feel as though they are able to promote teacher development as evaluators. Research Method: We conducted interviews with a stratified random sample of 24 principals in an urban district that recently implemented major reforms to its teacher evaluation system. We analyzed these interviews by drafting thematic summaries, coding interview transcripts, creating data-analytic matrices, and writing analytic memos. Findings: We found that the evaluation reforms provided a common framework and language that helped facilitate principals’ feedback conversations with teachers. However, we also found that tasking principals with primary responsibility for conducting evaluations resulted in a variety of unintended consequences which undercut the quality of evaluation feedback they provided. We analyze five broad solutions to these challenges: strategically targeting evaluations, reducing operational responsibilities, providing principal training, hiring instructional coaches, and developing peer evaluation systems. Implications: The quality of feedback teachers receive through the evaluation process depends critically on the time and training evaluators have to provide individualized and actionable feedback. Districts that task principals with primary responsibility for conducting observation and feedback cycles must attend to the many implementation challenges associated with this approach in order for next-generation evaluation systems to successfully promote teacher development.

scholarly journals PENGGUNAAN METODE ILEARNING UNTUK MENINGKATKAN KUALITAS PEMBELAJARAN DI PERGURUAN TINGGI

CCIT Journal ◽  
2013 ◽  
Vol 6 (3) ◽  
pp. 332-348 ◽  
Author(s):  
Henderi Henderi ◽  
Muhamad Yusup ◽  
Yulika Ayu Rantama
Keyword(s):  
Human Resources ◽  
Teaching And Learning ◽  
Learning System ◽  
Quality Education ◽  
Learning Activities ◽  
Integrated Learning ◽  
Good Teaching ◽  
Integrated Learning System ◽  
Teaching And Learning Quality

One of the problems faced by universities noday is still a lack of learning systems that can support good teaching and learning quality and efficient. Currently, there are still learning methods which are conventional in which learning is still running in one direction, where the student fixated on material submitted by the lecturer in front and make the student tend to feel tired and passive. As an alternative to solving the problem is to provide the latest teaching innovations iLearning System (Integrated Learning), or in Indonesian called integrated learning system that is applied is one form to improve the quality to a modern and quality education. The reason the application of this method of learning iLearning we hope to provide a learning system that is more active and has a strong reciprocity between faculty and students, because the learning process of innovative and efficient will certainly add to the fun and spirit of the student so that the student was will not feel bored and passive. Using iLearning student can learn more optimally, they can see and read materials provided by lecturers in their respective iPad. Not only that students can easily do exercises / quiz, browsing, sending tasks, discussed and recorded with iPad without having to spend a stationery. Given these practical learning may help in improving the quality of learning activities based iLearning on Higher Education, and eventually gained a graduate or Human Resources (HR) that are reliable and able to compete in an era of globalization characterized by high competition.

scholarly journals Development of a Teacher Evaluation Model for Private Schools of Punjab Province

2019 ◽  
Vol IV (II) ◽  
pp. 375-385
Author(s):  
Mariam Hussain ◽  
Afifa Khanam ◽  
Uzma Qureshi
Keyword(s):  
Teacher Evaluation ◽  
Private Sector ◽  
Evaluation System ◽  
Evaluation Model ◽  
Evaluation Process ◽  
Teacher Assessment ◽  
Personnel Decisions ◽  
Guided Learning ◽  
Assessment Policies

This research discusses the inquiry of measuring teacher effectiveness at private sector schools. Explicitly, it explores how teachers performance evaluation can both reflect as well as predict teachers success, hence the study informs about teachers personnel decisions, their instructional enhancement, and professional development. This includes mentoring, training, and self-guided learning. The current study is premeditated using a mix-method with qual-quan order. It is an exploratory study based on a critical paradigm to evaluate the current IB teacher evaluation process and outputs and develop an indigenous model for corrective measures to improve the existing evaluation system. It explores the objectives, procedures, and consequences of teacher assessment policies and practices. The study has implications, for greater advantage for the quality of collaborative planning and teaching, using a newly developed model in the private sector of Punjab.

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