Study of Teaching Assessment Based on BP Neural Network

2012 ◽  
Vol 524-527 ◽  
pp. 3861-3865
Author(s):  
Wei Jun Yang ◽  
Ying Jie Zhou ◽  
Shuai Yuan
Keyword(s):  
Quality Evaluation ◽  
Teaching Effectiveness ◽  
Structural Characteristics ◽  
Evaluation Process ◽  
Teaching Quality ◽  
Assessment Model ◽  
Learning Function ◽  
Teaching Assessment ◽  
Evaluation Of Teaching ◽  
Self Learning

This paper develops teaching assessment model to resolve the complexity of quality evaluation process of teaching quality, with the structural characteristics and self-learning function of BP neural networks. The concept of teaching evaluation index is quantified to the determinate date as input, teaching effectiveness as output. Through MATLAB software used for the empirical research, it can be found that the method applied to evaluation of teaching quality, not only overcome the subjective factors in the evaluation process, but also receive satisfactory results, has a wide applicability.

scholarly journals Evaluation of Teaching Quality of College Physical Education Based on Analytic Hierarchy Process

2020 ◽  
Vol 15 (10) ◽  
pp. 86
Author(s):  
Ke Han
Keyword(s):  
Quality Evaluation ◽  
Evaluation Model ◽  
Teaching Quality ◽  
Grey System ◽  
Analytic Hierarchy ◽  
Evaluation Systems ◽  
Evaluation Of Teaching ◽  
Set Up ◽  
Hierarchy Process

There are many difficulties in the evaluation of the teaching quality of phys-ical education (PE) in colleges: the evaluation factors are complicated, the evaluation systems are incomplete, and the evaluation methods are not com-prehensive enough. To overcome these difficulties, this paper introduces an-alytic hierarchy process (AHP) to the evaluation of PE teaching quality in colleges. Firstly, the authors identified the influencing factors of PE teaching in colleges today. Next, an index system was established for the evaluation, and an evaluation model was set up based on the AHP and grey system theo-ry (GST). Finally, our method was proved feasible through example analysis. The research results provide new insights on the application of state-of-the-art theories in quality evaluation of higher education.

scholarly journals Student Evaluation Of Teacher Performance: Random Pre-Destination

2004 ◽  
Vol 1 (6) ◽  
Author(s):  
Kim L. Chuah ◽  
Cynthia Hill
Keyword(s):  
Random Sample ◽  
Teaching Effectiveness ◽  
Student Evaluation ◽  
Teacher Performance ◽  
Teaching Quality ◽  
Student Evaluation Of Teaching ◽  
Predominant Component ◽  
Persistent Pattern ◽  
Evaluation Of Teaching

The student evaluation, used to measure students’ perceptions of teacher performance, has been increasingly used as the predominant component in assessing teaching effectiveness (Waters et al. 1988), and the widespread movement of outcomes assessment across the country makes this trend likely to continue in the future (McCoy et al. 1994, AACSB 1994, SACS 1995).  Substantial research has been conducted with regard to the reliability and accuracy of student evaluation of teaching quality, and a considerable number of uncontrollable factors are found to bias the results of the evaluation rating.  This paper identifies one more factor.  Each student has an “evaluator profile”, which decreases the reliability of the student evaluation.  An “evaluator profile” is a persistent pattern of evaluating behavior that may or may not be consistent with the quality of the characteristic being evaluated.  Each class of students consists of a random sample of different evaluator profiles.  A student evaluation rating of a teacher’s performance is biased up or down depending on the concentration of high or low evaluator profiles present.  This paper further shows through simulation the degree to which student “evaluator profiles” impact the overall student evaluation rating of teacher performance. We find that there is evidence to support the “evaluator profile” conjecture, and that these “evaluator profiles” do in fact have the potential to change overall student evaluation ratings substantially.

scholarly journals Development of teaching quality evaluation questionnaire for preclinical courses: an exploratory factor analysis

2019 ◽  
Author(s):  
Pan He ◽  
Xiaofei Ye ◽  
Nannan Feng ◽  
Hengye Huang ◽  
Yulan Qiu
Keyword(s):  
Factor Analysis ◽  
Medical Students ◽  
Exploratory Factor Analysis ◽  
Teaching Methods ◽  
Quality Evaluation ◽  
Teaching Effectiveness ◽  
Teaching Quality ◽  
Teacher Characteristics ◽  
Course Quality ◽  
Teaching Attitudes

Abstract Background Course quality assessment contributes to evaluate teaching effectiveness and to improve student learning. Several course quality assessment questionnaires have been carried out associated with teaching quality evaluation of medical education. However, little is known about views of medical students regarding the quality of preclinical courses. To fill this gap, we aimed to develop a novel multi-dimension instrument for assessing teaching quality with the perception of medical students in preclinical courses.Methods The original Teaching Quality Evaluation Questionnaire (TQEQ) containing seven dimensions: course contents, teaching abilities, teaching methods, teaching attitudes, learning outcomes, teacher characteristics, student subjection, consisting of 47 items was formed according to literature reviews and group design. We sent the original questionnaires with items in a random order to medical students of Shanghai Jiao Tong University School of Medicine. After collecting the valid questionnaires, the exploratory factor analysis was conducted to assess construct validity and Cronbach’s alpha coefficient was used for evaluating internal consistency reliability of the questionnaires.Results In total, 590/646 (91.3%) of participants completed the questionnaire regarding preclinical course evaluation. The exploratory factor analysis yielded seven common factors, learning outcomes, teaching attitudes, student subjection, teaching abilities, teaching methods, teacher characteristics, teaching interactions, consisting of 39 items explained 58.449% of total variance and the factor loading value was above 0.4. In addition, Cronbach’s alpha coefficients ranged from 0.669 to 0.914.Conclusion This study provides a new, validated and useful instrument for measuring teaching effectiveness of preclinical courses based on the views of medical students. It is feasible for use in medical schools.

scholarly journals An Applicable Way of Teaching Quality Evaluation Based on MOOC Platform

2017 ◽  
Vol 12 (03) ◽  
pp. 57 ◽  
Author(s):  
Chen Zhuo ◽  
Xiaoming Dong
Keyword(s):  
Quality Evaluation ◽  
Evaluation Method ◽  
Control Experiment ◽  
Teaching Quality ◽  
Assessment Model ◽  
Fuzzy Evaluation ◽  
Teaching Management ◽  
Comprehensive Fuzzy Evaluation ◽  
Important Means

The MOOC-based education is an important means to improve the quality of education as the increasing development of internet; meanwhile, the assessment of teaching quality is an indispensable aspect in teaching management, and it has been more and more important as the scale of the students' expansion, In order to deal with the challenges of big data processing effectively in the field of education, we designed a teaching quality assessment model on the MOOC platform based on comprehensive fuzzy evaluation. To verify the effectiveness of our method, a control experiment was adopted to explore the significance of our evaluation method, the results show that it can help teacher to prepare their teaching contents and students to improve their learning efficiency.

Research on the Application of the BP Neural Network

2014 ◽  
Vol 687-691 ◽  
pp. 2813-2816
Author(s):  
Cao Yu
Keyword(s):  
Neural Network ◽  
Bp Neural Network ◽  
Input Data ◽  
Quality Evaluation ◽  
Evaluation Model ◽  
Back Propagation ◽  
Evaluation Process ◽  
Teaching Quality ◽  
Practical Teaching

The paper constructs an evaluation model for practical teaching quality based on Back Propagation (BP) neural network. It makes the indicators of evaluating practical teaching quality as input data, while practical teaching quality as output results. The empirical conclusion obtained from the use of Excel is that BP neural network is suitable for practical teaching quality evaluation and also makes a better analogy to the experts’ evaluation process. The results are satisfactory with wide application.

scholarly journals “Somebody has to teach the ‘broccoli’ course”: Administrators Navigating Student Evaluations of Teaching (SET)

2019 ◽  
Vol 49 (1) ◽  
pp. 85-103
Author(s):  
Luis Francisco Vargas-Madriz ◽  
Norma Nocente ◽  
Rebecca Best-Bertwistle ◽  
Sarah Forgie
Keyword(s):  
Teaching Effectiveness ◽  
Research Question ◽  
Evaluation Process ◽  
Student Evaluations ◽  
Teaching Evaluation ◽  
Structured Interviews ◽  
Student Evaluations Of Teaching ◽  
Qualitative Research Design ◽  
Evaluation Of Teaching ◽  
Large Research

Student Evaluations of Teaching (SET) have been the most consistently administered tool, and they are still extensively used in higher education institutions to assess teaching effectiveness. The purpose of this study was to explore how SET are used by administrators in the teaching evaluation process at a large, research-intensive Canadian university. A basic qualitative research design was used in this project, and semi-structured interviews were used to obtain administrators’ experiences. The research question that guided this study was: How are SET (and other tools) used in the evaluation of teaching at this university? Findings showed that although participants mostly utilized a couple of SET statements as indicators of effective teaching, they were certainly aware of the intrinsic issues concerning these tools, and that they are continually seeking to obtain more evidence if SET results are below their benchmarks.

Implementing the Professional Standards for Teaching Mathematics: The Evaluation of Teaching: Challenge and Opportunity

1994 ◽  
Vol 87 (6) ◽  
pp. 446-448
Author(s):  
Douglas A. Grouws
Keyword(s):  
Student Performance ◽  
Evaluation Process ◽  
Professional Standards ◽  
Cyclic Process ◽  
Teaching Mathematics ◽  
Teaching Evaluations ◽  
Teaching Assessment ◽  
Improving Instruction ◽  
Evaluation Of Teaching ◽  
The Right

Teachers are under enormous pressure to produce results, and, directly or indirectly, teaching evaluations are part of that pressure. In Kentucky, for example, schools are rewarded or sanctioned, depending on their students' performance on various types of assessments (Bush 1992). To channel reform energy into productive effort, a change must occur in the current preoccupation with finding scapegoats for poor student performance and on holding teachers singularly accountable for shortcomings in the educational system. Shifting the focus of teaching evaluations from teacher accountability to improving instruction is a step in the right direction because it will increase the usefulness of these evaluations as teachers work to increase students' learning in mathematics. Any reoriented teaching-evaluation process must be comprehensive in nature and involve a cyclic process of teaching assessment, professional development, and instructional change, as advocated in the Professional Standards for Teaching Mathematics (NCTM 1991).

scholarly journals Response Rate and Teaching Effectiveness in Institutional Student Evaluation of Teaching: A Multiple Linear Regression Study

2015 ◽  
Vol 5 (6) ◽  
pp. 9 ◽  
Author(s):  
Faisal Al-Maamari
Keyword(s):  
Class Size ◽  
Teaching Effectiveness ◽  
Response Rate ◽  
Student Evaluation ◽  
Teaching Quality ◽  
Student Ratings ◽  
Large Sample Size ◽  
Related Factors ◽  
Student Evaluation Of Teaching ◽  
Evaluation Of Teaching

<p>It is important to consider the question of whether teacher-, course-, and student-related factors affect student ratings of instructors in Student Evaluation of Teaching (SET) in English Language Teaching (ELT). This paper reports on a statistical analysis of SET in two large EFL programmes at a university setting in the Sultanate of Oman. I carried out a multiple regression analysis to address the research questions of whether instructor sex, class size, course type and percent participation would affect teaching effectiveness scores, and whether or not response rate can be predicted by instructor sex, class size and course type. The study utilizes a dataset of over 2000 student ratings obtained from an SET survey covering the period from Fall 2011 through to Spring 2014in these two programmes. Results indicated that the modeled predictors showed extremely low bias towards both teaching quality scores and response rate. Although the effect sizes of these results are extremely small, they are still significant due to the large sample size (comprising over 2000). The findings also suggest that contrary to common parlance in some quarters claiming students’ unreliable ratings, this analysis has shown that students can judge teaching effectiveness and do not allow other teacher-, course- and student-related factors to bias their responses. The study’s significance stems from the fact that it adds to instructional evaluation in ELT, a field characterized by a clear lack of research on SET.</p>

Objective Evaluation System of Speech Quality Based HMM

2011 ◽  
Vol 403-408 ◽  
pp. 1989-1992
Author(s):  
Jing Zhang
Keyword(s):  
Evaluation System ◽  
Quality Evaluation ◽  
Evaluation Process ◽  
Objective Evaluation ◽  
Speech Quality ◽  
Practical Application ◽  
Initial Model ◽  
Speech Feature ◽  
Quality Evaluation System ◽  
Self Learning

It is of great significance that objective evaluation of speech quality in language self-learning. Aimed at the objective evaluation process of speech quality the thesis presented to build HMM model based speech feature MFCC of human auditory model, and to use different indicators to achieve the evaluation of phoneme, word and sentence. Effective solution was proposed for such issues as the initial model to select more sequence of observations to train HMM as well as data underflow encountered during practical application of HMM algorithm. According to some speech experts, the evaluation results achieved by speech quality evaluation system were objective.

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