Investigating current approaches to assessing teaching evaluation in engineering departments

Pitterson, Nicole P.; Brown, Shane; Villanueva, Keisha A.; Sitomer, Ann

doi:10.1109/fie.2016.7757405

Cited by 10 publications

(5 citation statements)

References 12 publications

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“…It does not take into account the participation of students in the teaching process, and pays insufficient attention to the teacher-student interaction in the actual teaching process and the learning situation of students. It is a partial static evaluation [3][4][5]. The evaluation method is relatively single, and the evaluation model is outdated and rigid.…”

Section: The Problem Of Single and Rigid Evaluation Modelmentioning

confidence: 99%

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The Exploration and Practice of a New Evaluation System of Undergraduate Classroom Teaching Quality in Universities

2021

IJFS

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Classroom teaching is the main platform of colleges and universities to cultivate students, and the quality of classroom teaching determines the quality of the students training. With the continuous development and progress of society, the previous classroom teaching quality evaluation methods are no longer suitable for the development of contemporary higher education. Reforming the classroom teaching quality evaluation methods has become a top priority. This article focuses on the assessment and evaluation of classroom teaching quality, which is a key link in promoting the quality of talent training. Relying on nearly 40 years of classroom teaching quality assessment experience and related provincial education reform projects, combined with new theories, new ideas and new requirements of contemporary talent training, we have built a new evaluation system for teachers' classroom teaching quality based on full evaluation, commending advanced, encouraging progress, and strengthening demonstration concepts to stimulate teachers' endogenous motivation for diligent teaching, promote classroom teaching reform and innovation, and enhance the sense of students learning experience.

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Section: The Problem Of Single and Rigid Evaluation Modelmentioning

confidence: 99%

“…It is difficult for students to grasp and score, which leads to students' inactivity and teachers' disapproval. Most teachers do not know the students' specific learning experience and learning gains, resulting in no continuous improvement [3].…”

Section: The Problem Of Poor Applicability Of Evaluation Standardsmentioning

confidence: 99%

The Exploration and Practice of a New Evaluation System of Undergraduate Classroom Teaching Quality in Universities

2021

IJFS

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“…A lecturer-to-lecturer evaluation is a means of obtaining accurate information about a colleague based on the fact that an evaluation from someone with experience in the same field and who knows the lecturer's work, ethic, and behavior would result in an ultimately more useful and accurate evaluation. This also has the potential to develop lecturers' working practices and help them understand the points of view of their colleagues [14][15][16].…”

Section: Peer-teaching Evaluationmentioning

confidence: 99%

Course Evaluation for Low Pass Rate Improvement in Engineering Education

Ouahada

2019

Education Sciences

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A course evaluation is a process that includes evaluations of lecturers’ teaching performances and their course material moderations. These two procedures are usually implemented, whether officially by the faculty of engineering or by lecturers’ own initiatives, to help identify lecturers’ strengths and weaknesses and the ways forward to improve their performances and their qualities of teaching. This paper presents different ways of implementing these two criteria from students’ and professionals’ perspectives. Official questionnaires from the faculty of engineering, personal questionnaires using Google surveys, Moodle and special designed forms have been used for moderation and evaluations. The process of evaluation is the core of a feedback procedure followed by universities in order for them to monitor the teaching quality of their staff. Satisfactory results show that such a process can improve the lecturers’ teaching performances, courses material quality, students’ satisfaction and performances, and finally the pass rate of the class.

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“…This measure of assessment can be conducted using formative and/or summative approaches. In higher education, formative assessments of teaching are focused on providing instructors/professors with information that can help them to improve their teaching, as presented by (Pitterson et al, 2016).…”

Section: Selected Analysis Of the Icc Cb And Apc Subjectsmentioning

confidence: 99%

An Assessment of the Teaching-Learning Methodologies Used in the Introductory Programming Courses at a Brazilian University

Canedo¹,

Santos²,

Leite³

2018

Informatics in Education

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The teaching-learning methodology adopted in the Introduction to Computer Science classes may be a process that makes it difficult to understand the principles of programming language for undergraduate students in Computer Science and related areas, generating high failure and course drop out rates. This paper presents an analysis of the results obtained in the Introduction to Computer Science classes taught in Computer Science and Engineering courses at University of Brasília (UnB). The evaluation questionnaire answered by the undergraduate students in 2017 was analyzed, a validation was performed, and we checked the level of students satisfaction in relation to the evaluated subject and the association among the level of satisfaction, the percentage of practical activities of the discipline, student performance and the level of absenteeism.

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Investigating current approaches to assessing teaching evaluation in engineering departments

Cited by 10 publications

References 12 publications

The Exploration and Practice of a New Evaluation System of Undergraduate Classroom Teaching Quality in Universities

The Exploration and Practice of a New Evaluation System of Undergraduate Classroom Teaching Quality in Universities

Course Evaluation for Low Pass Rate Improvement in Engineering Education

An Assessment of the Teaching-Learning Methodologies Used in the Introductory Programming Courses at a Brazilian University

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