385Statistical Approaches in Higher Education Measurement, Assessment, and Evaluation

Author(s):  
Charles Secolsky
2021 ◽  
Author(s):  
Jelena Stamatović ◽  
◽  
Mirjana Stakić

The paper is based on the overview and description of ten monographs from in- ternational scientific conferences held in the period between 2011 and 2021 at the Facul- ty of Education in Uţice, and is aimed at recording topics and issues discussed in them, and making suggestions for future research of problems, goals and perspectives in the teaching and learning process. The review of the monographs from these international scientific conferences showed that the interest of theoreticians and practitioners is firmly focused on general questions of education and rearing, teaching and learning, as well as questions of educational assessment and evaluation, textbook quality, and education and professional development of teachers. Topics in the field of elementary education are predominant, so in the future, it would be worth paying more attention to the current topics in the field of preschool and higher education.


2022 ◽  
pp. 315-329
Author(s):  
Ali Kürşat Erümit ◽  
İsmail Çetin

The aim of this study is to examine the structure, tasks, and resources of distance education centers of Turkey universities to determine the changes occurring in the centers during the pandemic process by interviews with center employees and to create the framework for the tasks and responsibilities of centers. For this purpose, the organizational structure, tasks, and resources of distance education centers were examined by websites and a variety of documents by content analysis. Then, new tasks, problems, and solutions in the COVID-19 pandemic process were examined with semi-structured interviews with center employees, and changes in the structuring of center were determined. According to results, it is seen that there are more support requests coming to the assessment and evaluation unit than the normal process, communication problems with instructors, slowing and delayed question checks, and technical problems.


Author(s):  
Petros Ieromonachou ◽  
Nola Stair

Technology is always advancing; furthermore, the economy and demographics, both at global and local levels dictate changes that businesses need to consider for future planning. Like all businesses, most academic institutions need to follow trends and offer new and up-to-date learning initiatives. This chapter discusses the assessment and evaluation of Web-based postgraduate and undergraduate programmes, at the Business School of a London-based university. The study reviews relevant literature, investigates student and staff views on the use of technology in learning, and reflects on the planning and management of two Supported Open Learning (SOL) programmes. It also offers suggestions for future programmes and courses designed for use with e-learning technologies.


Author(s):  
Manap Somantri Et al.

This study aimed to formulate a quality model of e-management in higher education academic services. Through a qualitative approach, researchers conducted studies by means of spreading instruments. The qualitative results were deepened by conducting interviews with respondents at three universities, namely Pamulang University, Garut University, and Muhammadiyah Cirebon University. The research results obtained the following findings: 1) e-management planning has been going well; 2) support for the management system in the aspects of finance, access and network, as well as information documentation still needs to be improved; 3) the sustainability of e-management development has gone well when compared to handling non-conformities and corrective actions; 4) dimensions of internal audit, monitoring, assessment and evaluation analysis, as well as management reviews in the performance evaluation variable are carried out properly; and 5) the dimension of responsibility for the leadership variable still needs to be improved. The conclusion of this research was that planning arrangement is the dimension with the lowest respondent’s perception compared to the other two dimensions, namely the combination of plan and plan design. In the aspect of management system support, it is clear that funding, access and networks, as well as documentation of information are perceived to be insufficient.


2017 ◽  
Vol 7 (2) ◽  
pp. 44
Author(s):  
Gulsun Atanur Baskan

Dear Readers,   It is the great honor for us to publish seventh volume, second issue of Contemporary Educational Researches Journal.   Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. The journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories. The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Constructivist Learning, Instructional Design, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Portfolio Assessment, Professional Development and School Administration.   The comparison of elementary teacher training policies in the United Kingdom and Turkish Republic of Northern Cyprus, teacher candidates’ views on the use of concept cartoon in science and technology teaching courses, learner differences and language learning strategies, national values of students in Lithuania and development of the idea of an innovative school in Latvia topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2017 Volume.   A total number of fifteen (15) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication. We present many thanks to all the contributors who helped us to publish this issue.   Best regards,   Prof. Dr. Gulsun Atanur Baskan   Editor – in Chief


Author(s):  
James P. Van Haneghan

This chapter explores the impact of technology on assessment and evaluation in higher education. The impacts on classroom, program, and organizational assessment are discussed. Both formative and summative assessments in classrooms have been impacted by emerging technologies. However, the impact of many of the technological tools developed by measurement specialists has not been as widespread as one would expect given the age of many assessment technologies. Nevertheless, there remains a great potential for new measurement technologies to significantly improve classroom assessment practices. Technology for organizational assessment has continued to boom in light of the dual push for both accountability and continuous improvement by accreditors. The social impacts and burden of organizational assessment and evaluation are discussed. Overall, it is concluded that in order to evaluate the impact of technology, attention needs to be paid to the consequences of both classroom and organization assessment.


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