Invisible Students

Economic Man in the Classroom

Developments and changes in the world of higher education are aimed at shaping and building quality human resource resilience now and in the future come. Evaluation Theory is an effort to achieve a form of higher education that is quality and superior. The aim is to find an overview related to the evaluation of students' thinking, implementation and knowledge abilities in higher education. Qualitative method through the observation process. Interviews and documentation. Focus: 1. How to Evaluate Students' Thinking Abilities in the field of economics; 2. How Evaluation of students' ability to carry out investigations in the field of economics; 3.How to Evaluate Students' Understanding Development Capabilities in a field economy. The research results show that students' thinking abilities need to be better developed with the HOT approach, Evaluation of Student Implementation Capabilities aims to create a forum for development and development that takes place in society. For evaluating knowledge capabilities in a process requires development a broad understanding of literacy with a more deeply convergent scientific basic build economic understanding in its development and development. Conclusion What is at the root of the value of this study is the evaluation of thinking abilities and skills implementation and development of understanding or literacy and knowledge are key success in building quality graduates, quality learning and higher education superior height.

Reforming the teacher education system has been a key government policy towards improving school education in India. While recent curriculum and governance reforms articulate a new vision of teacher education that underscores a symbiotic relationship between teacher education and school education, it fails to engage enough with the most important participant of the teacher education system—the teacher educator. Changes to curriculum and governance process in the absence of a pro-active engagement of teacher educators with the reforms can do little to influence the teacher education processes and outcomes. The work of pre-service teacher educators is complex because their responsibilities relate to both school and higher education. The distinctiveness of their work, identity and professional development has always been marginalized in educational discourse. This article analyses select educational documents to examine the construction of work and identity of higher education-based teacher educators. It proposes the development of a professional framework of practice through a collective process, which would help understand the work of teacher educators and offer various possibilities for their professional development.

The article discusses the main approaches to quality assurance in higher education in Finland. The relevance of studying the experience for Ukraine is determined. Quality assurance in higher education is governed by the legal framework of the country. External evaluation is carried out by the Finnish Education Evaluation Center (FINEEC). The objectives of the FINEEC are: evaluation of education, teaching, teachers and activities of higher education institutions; development of educational evaluation; evaluation of the results of training in basic education, higher secondary education and training, basic education in the arts. Finnish higher education institutions are primarily responsible for the quality of education. Self-esteem is accomplished through a digital platform. Program accreditation aims to increase international recognition. The author notes that Higher Education Institutions are actively involved in external evaluations. The quality assurance mechanism of education is constantly being improved. The results of the external evaluation are used as a benchmark for internal evaluation. Higher education institutions select a national or international team to audit. Particular attention is paid to the accreditation of programs. The analysis of the quality assurance system of higher education gives grounds to claim that it is an effective organization, which provides the necessary resources (academic and administrative staff, students, scientific and administrative leaders, financial, material, information, scientific, educational resources, etc.); effective activity of relevant bodies that ensure the quality of higher education of the country; designation of audit teams; identifying audit objectives; undergoing appropriate procedure; defining clear evaluation criteria that demonstrate the effectiveness and quality of the evaluation. The outlined approaches and methods of quality assurance of education serve as an example of imitation for quality assurance of higher education of Ukraine and a guideline for its development.

Building Assessment and Evaluation Capacity of Engineering Educators Through ASSESSAbstractIn recent years, assessment and evaluation have become vital to engineering educators for bothprogram accreditation and judging the impacts of educational innovations. For effectiveassessment, engineering faculty must understand assessment, be able to select appropriateassessment instruments, administer assessments suitably to gain accurate measures of outcomes,and interpret results for properly informed decision making. Yet, engineering faculty often donot receive training to adequately incorporate assessment into daily practice. Others face ongoingchallenges of locating assessment instruments suitable for their specific needs and knowing howto use them competently. A need exists to identify ways of incorporating assessment instrumentsinto evaluation of educational innovations and outcomes in engineering contexts.This paper aims to build the evaluation and assessment capacity of engineering educators byunfolding the final version of the Appraisal System for Superior Engineering EducationEvaluation-instrument Sharing and Scholarship (ASSESS), a web-based repository and searchengine for finding desired assessment instruments. The paper provides an overview of theengineering assessment landscape and ways in which assessment can be used to effectivelyevaluate educational practices. The paper characterizes assessment instruments currently used inengineering education and tabulates characteristics of assessment instruments necessary forsound assessment and evaluation. Specific cases from ASSESS are examined for assessingselected outcomes, and gaps are identified where additional instruments are needed. The paperdescribes lessons learned from developing the database as well as recommendations for usingASSESS to locate assessment information for use in engineering education contexts. Focus isplaced on building the assessment and evaluation capacity of engineering educators and othersinvolved in the assessment of engineering education innovations.

A scientifically sound and rational teaching evaluation index system can timely diagnose existing problems in higher education, guiding and adjusting it towards an ideal state. Therefore, constructing an educational evaluation index system that aligns with the current development status of higher education is of great significance to the advancement of higher education work. This paper studies a scientific and systematic education evaluation system based on the current development situation of higher education and future work arrangements, and further optimizes the index weights of the evaluation system. Firstly, an educational evaluation system framework is constructed, including four primary dimensions and their corresponding secondary and tertiary indicators. The weight proportions of the index system are determined through the Analytic Hierarchy Process (AHP), forming a complete evaluation index system. The GA-AHP algorithm model based on Genetic Algorithm (GA) is used to optimize the index weights in the education evaluation system. Experiments show that our proposed method can effectively solve the problem in the AHP method where, once the judgment matrix is given, the weights and consistency indices cannot be improved.

Against the backdrop of current educational reform, teaching evaluation has emerged as a crucial means of measuring teaching quality and effectiveness, highlighting its growing significance. However, traditional teaching evaluations frequently concentrate on knowledge acquisition and examination results, overlooking the evaluation of students' comprehensive qualities and the broader educational outcomes. Therefore, constructing a scientific and comprehensive evaluation system for educational outcomes is of great importance in advancing teaching reform and innovation. This paper aims to explore how to promote teaching reform, particularly in the practical application of moral education through courses, through the evaluation of educational outcomes. By analyzing the problems existing in current teaching evaluations and combining the practice of moral education evaluation in foreign language courses in School of Foreign Studies, Zhaoqing University, this paper proposes a comprehensive evaluation system for educational outcomes and elaborates on its development steps and application cases in teaching. This system not only helps improve teaching quality but also effectively promotes students' overall development. KEYWORDS: evaluation of educational outcomes; teaching reform; moral education through courses; evaluation system

Injury Surveillance: A Statewide Survey of Emergency Department Data Collection Practices

Not all colleges and universities for elite education mode; Employment employment dilemma, have prompted us to thinking about the classification of Education; Set up a complete modern vocational education system, come up with a modern occupation education system standards and evaluation methods, given the policy inclination, lead level in vocational colleges, the existing three colleges and universities and a considerable part of two colleges and universities to occupation colleges; For the specialized subject of ordinary universities and colleges of undergraduate course to higher vocational training, college students to actively implement the "2+1" training mode, the implementation of "3+1" training mode of undergraduates.

The Dimensions of Merit system in the placement are the educational background, knowledge, skills, work experience and ethics. This study want to know the influence of the educational background, knowledge, skills, work experience and ethics toward civil servants staffing and the effect of educational background, knowledge, skills, experience and work ethic of civil servants on the performance of the Sub-district office in Labuhanbatu Regency, North Sumatera with staffing as an intervening variable. The population are the elements of leadership at the Sub-district office Labuhanbatu as much as 2 people per section of Sub-district office, finance sub-section, sub-section plan, sections of the government, the development section, safety and hygiene section, social welfare section and public section numbered 108 people. Data analysis techniques in the study is the analysis of the path (path analysis). The data processed by the program LISREL 9.1. The results showed that a significant influence between the educational background, knowledge, skills, experience and work ethic of civil servants on placement of civil servants; a significant influence between educational background, knowledge, skills, work experience, ethics and placement on the performance of the Sub-district office in Labuhanbatu Regency North Sumatera. It is recommended that further enhanced suitability placement with qualified civil servant.

A college is an institution that exists to provide instruction. Subtly but profoundly, we are shifting to a new paradigm: a college is an institution that exists to produce learning (Barr & Tagg, 1995, p. 13). This paper traces the evolution of learner outcomes, from their progeny as a diagnostic tool in accurately measuring learning gains and facilitating institutional self‐improvement, to their present distorted incarnation, in propagating “governance by numbers”. The paper proceeds in a number of steps. Firstly, it begins with a brief contextualization of the topography of higher education. It then moves to explore the OECD influences regarding quantifying outcomes and aligning them with performance metrics. From here, it looks to EU deliberations in the shape of the Bologna Process with its enduring iterations, the purpose of which benchmarks HEIs' (higher education institutions) success against the successful achievement of learner outcomes. To conclude, taking the example of the Irish funding and strategy, Hunt Report (National Strategy for Higher Education to 2030), I provide an explanatory account detailing how this “learning outcomes race” and its association with “success metrics” within the higher education landscape is mistaken and harmful.

This study investigates the positive relationship between educational administrative knowledge, work motivation, and leadership effectiveness among heads of madrasahs. Employing a quantitative correlational survey method, the research targeted 195 heads of MTs. Private in Serang Regency, with a sample size of 30 heads (16% of the population). Instrument reliability was confirmed with Cronbach's alpha values of 0.938 for leadership effectiveness, 0.89 for educational administrative knowledge, and 0.94 for work motivation. Data analysis utilized correlation and regression formulas. The findings revealed a significant positive relationship between educational administrative knowledge (X1) and leadership effectiveness (Y), represented by the regression equation Ŷ = 35.22 + 3X1, with a correlation coefficient of 0.998 at α = 0.05. Additionally, a significant positive relationship was found between work motivation (X2) and leadership effectiveness (Y), described by the regression equation Ŷ = -33.011 + 1.30X2, with a correlation coefficient of 0.999 at α = 0.05. Furthermore, the combined analysis showed a significant positive relationship between educational administrative knowledge (X1) and work motivation (X2) with leadership effectiveness (Y), represented by the equation Ŷ = 3.62 + 1.74X1 + 0.58X2, with a correlation coefficient value of Ry12 = 0.984. These results underscore the importance of educational administrative knowledge and work motivation in enhancing leadership effectiveness among madrasah heads, suggesting that targeted professional development in these areas could significantly improve leadership performance in educational institutions.

The purpose of this study is to examine how the dimensions of strategic enrolment management (SEM) tie to the success metrics in the area of enrolment, retention and graduation from senior and programme management perspectives of a self-financed institution in Hong Kong. The literature on SEM has demonstrated that managing enrolment is a global concern and requires institution-wide effort. For successful SEM, it has to be a performance-based, outcome-oriented system which requires significant data to determine its effectiveness, success or failure, growth or decline. Though the focus of most SEM research is about the implementation of SEM in achieving enrolment and retention goals, there are far fewer studies that look critically at the perceptions of success tying SEM to success metrics. This study fills the research gap regarding the perceptions of tying SEM to the success. Thus, success metrics are vital in assessing the achievement of enrolment, retention and graduation goals. This study employs a combination of survey results and a formal content analysis methodology from a series of in-depth face-to-face interviews with both senior and programme managers at a self-financed institution in Hong Kong. The research identifies the perceived importance of different components related to enrolment, retention and graduation successes and examines differences in these perceptions between senior management and programme management. New success metrics (availability of an Honours degree programme, the employability ratio and student learning outcomes) are found in both enrolment and graduation stages which are quantified as perceived SEM success in a self-financed institution in Hong Kong.

Previous articleNext article No AccessEmerging Models for Educational EvaluationElliot W. EisnerElliot W. Eisner Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 80, Number 4Aug., 1972 Article DOIhttps://doi.org/10.1086/443050 Views: 31Total views on this site Citations: 21Citations are reported from Crossref Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). Copyright 1972 The University of ChicagoPDF download Crossref reports the following articles citing this article:Rod Ellis Options in a task-based language-teaching curriculum, TASK. Journal on Task-Based Language Teaching and Learning 1, no.11 (May 2021): 11–46.https://doi.org/10.1075/task.00002.ellG. Isaacs Athena, Andrew and Stanford: a look at implementation and evaluation in three large projects, Journal of Computer Assisted Learning 5, no.22 (Jun 1989): 84–94.https://doi.org/10.1111/j.1365-2729.1989.tb00201.xMariela Tovar Research: Representing multiple perspectives: Collaborative‐democratic evaluation in distance education, American Journal of Distance Education 3, no.22 (Jan 1989): 44–56.https://doi.org/10.1080/08923648909526663Charles M. Vance The Curriculum Imperative of Teaching Future Managers to Teach, Journal of Management Development 7, no.11 (Jan 1988): 24–32.https://doi.org/10.1108/eb051663Adrian Treffers Two-Dimensional Goal Description, (Jan 1987): 119–158.https://doi.org/10.1007/978-94-009-3707-9_4Charles M. Vance Integration of Organizational Behavior Within Higher Education: Four Levels of Needed Involvement for Upperclass and Graduate Curricula, Human Relations 37, no.33 (Mar 1984): 191–205.https://doi.org/10.1177/001872678403700302Barry J. Fraser Directions in curriculum evaluation, Studies in Educational Evaluation 10, no.22 (Jan 1984): 125–134.https://doi.org/10.1016/S0191-491X(84)80012-7RICHARD M. JAEGER, MARIAN B. WOLF THE EFFECT OF STIMULUS FORMAT ON DISCRIMINABILITY IN SCHOOL SURVEYS, Journal of Educational Measurement 19, no.33 (Sep 1982): 163–178.https://doi.org/10.1111/j.1745-3984.1982.tb00125.xMichel A. Zwarts On the construction and validation of domain-referenced measurements, Evaluation in Education 5, no.22 (Jan 1982): 119–139.https://doi.org/10.1016/0191-765X(82)90013-1Phillip C. Dunn Evaluation and the Arts, Design For Arts in Education 82, no.55 (Aug 2010): 27–29.https://doi.org/10.1080/07320973.1981.9940084Robert M. Diamond, Richard R. Sudweeks A comprehensive approach to course evaluation, Journal of Instructional Development 4, no.11 (Sep 1980): 28–34.https://doi.org/10.1007/BF02908820Darrell L. Fisher, Barry J. Fraser Evaluating the Impact of a National Curriculum on Content‐Free Cognitive Outcomes, European Journal of Science Education 2, no.11 (Feb 2007): 45–59.https://doi.org/10.1080/0140528800020106Rolland G. Paulston Evaluation reflections, Studies in Educational Evaluation 6, no.33 (Jan 1980): 301–327.https://doi.org/10.1016/0191-491X(80)90034-6M. Ann Dirkes Learning Through Creative Thinking, Gifted Child Quarterly 21, no.44 (Jul 2016): 526–537.https://doi.org/10.1177/001698627702100411Elizabeth Vallance The Landscape of “The Great Plains Experience”, Curriculum Inquiry 7, no.22 (Dec 2014): 87–105.https://doi.org/10.1080/03626784.1977.11076210David Hamilton 8: Making Sense of Curriculum Evaluation: Continuities and Discontinuities in an Educational Idea, Review of Research in Education 5, no.11 (Jun 2016): 318–347.https://doi.org/10.3102/0091732X005001318George E. Hein The science of watching and wondering, The Urban Review 9, no.44 (Dec 1976): 242–248.https://doi.org/10.1007/BF02175470Carl E. Thoresen, Craig K. Ewart Behavioral Self-Control and Career Development, The Counseling Psychologist 6, no.33 (Sep 2016): 29–43.https://doi.org/10.1177/001100007600600307Elliot W. Eisner Toward a more adequate conception of evaluation in the arts, de arte 10, no.1818 (Aug 2016): 3–8.https://doi.org/10.1080/00043389.1975.11760879Robert J. Menges Assessing Readiness for Professional Practice, Review of Educational Research 45, no.22 (Jul 2016): 173–207.https://doi.org/10.3102/00346543045002173 Select Bibliography of Current Periodical Articles, Comparative Education Review 17, no.11 (Oct 2015): 121–133.https://doi.org/10.1086/445690

In the course of digitalization, new technologies and innovations are continuously introduced to the educational sector. For instance, augmented reality (AR) is increasingly applied in science teaching in both school and higher education. Combining real and virtual content potentially enhances interactivity and understanding of the learning process. This teaching and learning approach can positively impact various learning outcomes, such as learning gains and motivation. This paper aims to investigate the positive learning effects of AR using a game-based AR learning environment: “Beat the Beast”. In line with the concept of an education for sustainable development (ESD) topic, microplastics, this learning environment follows an interdisciplinary approach, combining the subjects of biology, chemistry, and engineering. To determine and distinguish the effects of implementing the technology AR in science learning environments as well as the principles of game-based learning, we contrasted the learning environment into two factors: one with AR and one without AR and the other with a game and without a game. A quasi-experimental design with 203 pre-service teachers of the first semester of all subjects was chosen to evaluate the four different types of settings with questionnaires on motivation, technology acceptance, user engagement, cognitive load, computer self-efficacy, knowledge, and ESD outcomes in higher education. Our research demonstrates that although augmented reality (AR) imposes a relatively elevated cognitive load, it does not negatively affect learning effects. In spite of the increased cognitive load, learners in AR settings do not exhibit lesser knowledge acquisition compared to those in alternative environments. Moreover, our investigation highlights AR’s potential to amplify motivation and user engagement. Contrary to expectations, in the context of the selected subject matter and target audience, game-based adaptations of the educational environment fail to enhance learning outcomes. These versions actually underperform compared to other formats in both motivational and engagement metrics.