Journal articles: 'Rating system for teaching'

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Pettigrew, Frank E., Dorothy B. Zakrajsek, Mary A. Bayless, and Grace Goc-Karp. "Compatibility of Students' Learning and Teaching Styles on Their Ratings of College Teaching." Perceptual and Motor Skills 61, no. 3_suppl (December 1985): 1215–20. http://dx.doi.org/10.2466/pms.1985.61.3f.1215.

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Student's ratings of teaching performance were compared for those whose preferences for learning style were strongly matched ( n = 77) and strongly mismatched ( n = 40) with their instructors' preference of teaching style. Canfield's Learning Styles Inventory and Canfield and Canfield's Instructional Styles Inventory measured learning and teaching style preferences. The rating scale was designed from a catalog of items. Analysis of variance indicated no significant differences in instructors' ratings between the two groups.

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Hughes, Rodney, Lauren Dahlin, and Tara Tucci. "An Investigation of a Multiple-Measures Teaching Evaluation System and Its Relationship With Students’ College-Going Outcomes." Educational Policy 35, no. 1 (November 30, 2018): 131–58. http://dx.doi.org/10.1177/0895904818813302.

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In recent years, multiple-measures teaching evaluation systems have become widespread in states and school districts around the United States. Using administrative data from Pittsburgh Public Schools (PPS) and the National Student Clearinghouse, we examine the relationship between exposure to different ratings of teaching effectiveness in high school (based on a district-wide multiple-measures evaluation system) and high school graduation and college enrollment outcomes. We find a small but statistically significant difference in college enrollment rates for PPS graduates with more courses with teaching with the highest rating of Distinguished, and these students were also more likely to enroll in selective colleges.

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DeRonde, Kailynn, Claire Palmer, Jane Gralla, and Kevin Poel. "Establishment of a Medication Acuity Scoring Tool at a Tertiary Pediatric Teaching Hospital: A 2-Phase Process." Journal of Pharmacy Practice 33, no. 2 (August 21, 2018): 164–72. http://dx.doi.org/10.1177/0897190018795261.

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Background: Currently, there is no validated objective rating system to address the acuity of medication orders that pharmacists review. Objective: The objective was to assess the acuity of a given medication through creating and validating an acuity scoring tool. Methods: Phase I included the development of the medication acuity scoring tool (MAST) from national safety standards and clinical experience. A survey was administered to pharmacists nationwide to establish a consensus on the individual components of the tool and their associated weighted scores. Phase II was designed to assess MAST's predictive validity by comparing a medication acuity rating generated by MAST to a rating assigned based upon clinical experience of experts. Additionally, in phase II, interrater and intrarater reliability of MAST was evaluated. Results: In phase I, most of MAST’s components and their associated scores achieved >75% agreement for inclusion in the final tool. In phase II, without MAST, approximately 50% of pharmacist-assigned acuity ratings were statistically consistent with tool-generated acuity ratings, and there was fair agreement between respondents (k=0.31). With the use of MAST, agreement in acuity ratings improved to substantial (k=0.69), and intrarater reliability was almost perfect (k=0.88). Conclusion: MAST is a validated rating system that captures the acuity of medications.

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Hu, Jianhui, and David R. Nerenz. "Performance of Multihospital Health Systems’ Flagship Hospitals in the CMS Star Rating Program." Journal of Hospital Medicine 15, no. 7 (June 17, 2020): 407–10. http://dx.doi.org/10.12788/jhm.3421.

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Using the Hospital Compare overall hospital quality star ratings and other publicly available data on acute care hospitals, we examined star ratings for the flagship hospitals of a set of multihospital health systems in the United States. We compared star ratings and hospital characteristics of flagship and nonflagship hospitals across and within 113 health systems. The system flagship hospitals had significantly lower star ratings than did nonflagship hospitals, and they did not generally have the highest star ratings in their own systems. Higher teaching intensity, larger bed size, higher uncompensated care, and higher disproportionate share hospital (DSH) patient percentage were all significantly associated with lower star ratings of flagship hospitals when compared with nonflagship hospitals across all health systems; the flagship hospital of a system was more likely to have the lowest star rating in its system if the difference in DSH percentage was relatively large between the flagship and nonflagship hospitals in that system.

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Allen, P. H. G., and K. J. D'Souza. "Microtransformers for Teaching and System Stability Research." International Journal of Electrical Engineering & Education 23, no. 2 (April 1986): 121–25. http://dx.doi.org/10.1177/002072098602300204.

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Large transformers, like highly rated rotating machines, can be modelled in ‘micro’ form to demonstrate significant second order, non-linear, features. The design and manufacture of 3 kVA (nominal) rating three-phase and three single-phase transformer bank units, all with three-limb cores and 0.17 per unit leakage reactance are described.

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Minzhorina, I. L., and V. I. Marchyk. "USE OF RATING SYSTEM IN THE TEACHING OF PHYSICAL EDUCATION." Educational Dimension 11 (May 24, 2022): 266–71. http://dx.doi.org/10.31812/educdim.5544.

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Grading is a basic method of the credit-modulus system. The experiment has the analysis of accumulation of grades analyzing different results of the credit-modulus system of the scheme "Track and field athletics and methods of teaching" for the I semester. The increasing interest o f students in the ultimate result completes more conscious and active attitude towards educational activity.

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Filippova, Svetlana. "Some Experience in Implementing Point-Rating System as a Pedagogical Technology." Scientific Research of Faculty of Economics. Electronic Journal 10, no. 2 (June 28, 2018): 118–27. http://dx.doi.org/10.38050/2078-3809-2018-10-2-118-127.

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Point-rating system including the component of teaching methods as well as quantitative and procedure indicators should be regarded as a pedagogical technology. As an educational technology the point-rating system forms the basis for the world-known credit system. Activity orientated point-rating system can be viewed as a pedagogical technology. As a pedagogical technology the point-rating system has an individual character and takes into account the specificity of the subject and specialization of the studies. The effective usage of the point-rating system depends on the approaches to its design.

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Khusenov, Murod, Otabek Umurov, and Qo`Ldosh Juraev. "Development Of An Electronic System For Online Assessment Of The Work Of The Teaching Staff On A 110-Point System." American Journal of Interdisciplinary Innovations and Research 03, no. 05 (May 7, 2021): 65–71. http://dx.doi.org/10.37547/tajiir/volume03issue05-11.

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The main topic of the article is considered to be the automation of the rating approach. The model of the information system adaptable to automation and the system architecture are proposed in this article. The features of the system implementation are also discussed. The model and functions provide effective maintenance of the automation information system. The results of using the system are also given.

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Koshushko, Roman Y., and Antonina M. Verhun. "ANALYSIS OF HIGHER EDUCATION SYSTEM IN THE CONTEXT OF THE INTERNATIONAL RATING SYSTEM." Bulletin of the Kyiv National University of Technologies and Design. Series: Economic sciences 117, no. 6 (April 17, 2018): 7–13. http://dx.doi.org/10.30857/2413-0117.2017.6.1.

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The study examines and analyzes the existing requirements for higher education institutions as well as academic and teaching staff of higher education institutions. The paper presents a system of university assessment indicators used to evaluate the leading world universities performance along with the chart displaying the impact of the evaluation system on its further development.

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Nabeela Nazly, Hafsah Batool Lahore,. "Developing a System for Teaching Effectiveness by Student Classification of Teacher Attributes at the University of Lahore College for Women University." Psychology and Education Journal 58, no. 2 (February 10, 2021): 4925–35. http://dx.doi.org/10.17762/pae.v58i2.2890.

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As teaching effectiveness is crucial for achieving academic excellence, teachers' attributes contributing towards teaching effectiveness are worth exploring. This study examines 300 BS. Education and Economics students' perception of teachers' characteristics who have taught them. Accordingly, teachers are categorized based on scores of attributes obtained through student ratings. Association between teacher attributes and overall teaching effectiveness is found, and finally, a teaching effectiveness framework is designed based on characteristics, which were significantly associated with teaching effectiveness. The majority (>60%) of students rated all attributes under the medium category, with 54.64% and 50.61% of students placing (rating) overall teaching effectiveness under the high and medium sort respectively, with 17.61 % under the low category. Also, all attributes were found to be positively correlated with overall teaching effectiveness. Out of 30 items under all attributes, 22 items significantly associated with teaching effectiveness were included in the teaching effectiveness framework. In light of the findings, we give teachers suggestions regarding their teaching attributes as perceived by students.

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Ma'murjon Qizi, Dadakhonova Zulaykho. "The Formation Of Student’s Communicative Competence By Means Of Modular-Rating Teaching Technology." American Journal of Social Science and Education Innovations 03, no. 06 (June 30, 2021): 27–32. http://dx.doi.org/10.37547/tajssei/volume03issue06-04.

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The article deals with the introduction of the credit-module system, which is an important factor in stimulating the effective work of teachers and students. The author of the article reveals the concept of module and credit. Modular training is the most coherent, clear and effective technology of education, which guarantees the quality of training of competent specialists. Students are taught under the programs created by modular technology, possess not only the knowledge but also the skills of the chosen profession and speciality: decision-making, performance of services and production work.

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Schmidt, Charles P., and Robert Stephans. "Locus of Control and Field Dependence as Factors in Students' Evaluations of Applied Music Instruction." Perceptual and Motor Skills 73, no. 1 (August 1991): 131–36. http://dx.doi.org/10.2466/pms.1991.73.1.131.

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This study examined students' evaluations of applied music teaching as a function of the students' attributes of locus of control and field dependence/independence. 70 undergraduate music majors listened to an audiotape of an applied piano lesson taught by one of two teachers, Subjects evaluated the teacher by means of (a) the Applied Teaching Rating Scale and (b) the Favorable and Unfavorable Scales of the Adjective Checklist. The former ratings and the ratio of favorable to unfavorable adjectives were examined by means of 3 × 3 factorial multivariate analysis of variance. A significant effect of locus of control was found for the adjective ratio, with externally oriented subjects rating teachers significantly less favorably than relatively internally oriented subjects. No significant main effect for field dependence was found. A significant interaction was noted for both the ratings and the adjective ratio, with 19% and 15% of the variance, respectively, explained.

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Keller, Jennifer M., Benjamin Blatt, Margaret Plack, Nancy D. Gaba, and Larrie Greenberg. "Using a Commercially Available Web-Based Evaluation System to Enhance Residents' Teaching." Journal of Graduate Medical Education 4, no. 1 (March 1, 2012): 64–67. http://dx.doi.org/10.4300/jgme-d-11-00018.1.

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Abstract Background Residents-as-teachers (RATs) programs have been shown to improve trainees' teaching skills, yet these decline over time. Intervention We adapted a commercial Web-based system to maintain resident teaching skills through reflection and deliberate practice and assessed the system's ability to (1) prevent deterioration of resident teaching skills and (2) provide information to improve residents' teaching skills and teaching program quality. Methods Ten first-year obstetrics-gynecology (Ob-Gyn) residents participated in a RATs program. Following the program, they used a commercial evaluation system to complete self-assessments of their teaching encounters with medical students. Students also evaluated the residents. To assess the system's effectiveness, we compared these residents to historical controls with an Objective Structured Teaching Examination (OSTE) and analyzed the ratings and the free text comments of residents and students to explore teaching challenges and improve the RATs program. Results The intervention group outscored the control group on the OSTE (mean score ± SD = 81 ± 8 versus 74 ± 7; P = .05, using a 2-tailed Student t-test). Rating scale analysis showed resident self-assessments were consistently lower than student evaluations, with the difference reaching statistical significance in 3 of 6 skills (P < .05). Comments revealed that residents most valued using innovative teaching techniques, while students most valued a positive educational climate and interpersonal connections with residents. Recommended targets for RATs program improvement included teaching feedback, time-limited teaching, and modeling professionalism behaviors. Conclusions Our novel electronic Web-based reinforcement system shows promise in preventing deterioration of resident teaching skills learned during an Ob-Gyn RATs program. The system also was effective in gaining resident and student insights to improve RATs programs. Because our intervention was built upon a commercially available program, our approach could prove useful to the large population of current subscribers.

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Abela, Rosario, and Antonia Cecilia Sandoval. "Teacher's Rating in the Revised Performance Appraisal System for Teachers (RPAST) and its Relationship to Teaching Effectiveness." Science and Humanities Journal 8, no. 1 (December 1, 2008): 1–15. http://dx.doi.org/10.47773/shj.1998.081.1.

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This study was conducted with the following objectives: 1) to determine the performance ratings of the secondary school teachers as evaluated by their administrators; 2) to establish the relationship between the performance ratings of the secondary school teachers as evaluated by their superiors and their teaching effectiveness as evaluated by their students; and 3) to determine whether or not there is a significant difference in the quality of teaching among the secondary teachers in the different public schools serving as respondents of the study. Spearman Rho Correlation Coefficient was used to establish the relationship between the secondary teachers' ratings in the RPAST and their teaching effectiveness. The study revealed that 1) the average performance efficiency ratings were 87.61, 82.40, and 65.71 for INHS, KNHS and TNHS, respectively, with descriptive equivalents of very satisfactory for INHS and KNHS and satisfactory for TNHS, 2) there was no correlation between the performance ratings of the secondary teachers and their teaching effectiveness as perceived by students because of the lower ratings from the students compared to the higher ratings given by the administrators to their teachers; and 3) there was a significant difference in the quality of teaching among the secondary teachers in the three public schools service as respondents of the study.

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Vistal, Jogie, and Erik Louwe Sala. "A USER ACCEPTANCE FRAMEWORK FOR THE ONLINE TEACHING EFFICIENCY RATING SYSTEM OF MINDANAO STATE UNIVERSITY-ILIGAN INSTITUTE OF TECHNOLOGY." International Journal Of Multidisciplinary Research And Studies 05, no. 02 (March 5, 2022): 01–10. http://dx.doi.org/10.33826/ijmras/v05i02.2.

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The researchers in the field of Information Technology and Information systems are of interest in understanding the factors in user acceptance of new technology. Unified Theory of Acceptance and Use of Technology (UTAUT) is one of the prominent models used in determining the factors of the user acceptance of technology. In this research, the four constructs of the Unified Theory of Acceptance and Use of Technology (UTAUT) was used namely: Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), and Facilitating Conditions (FC), and associating the user satisfaction to the four constructs of the UTAUT. The survey was used for this inquiry. For data analysis Cronbachs’s Alpha was used to check the reliability of the instrument, weighted mean was applied to determine the level of the user satisfaction, Correlation Coefficient technique was utilized to predict UTAUT factors and Somer’s delta was used to determine the strength of PE, EE, SI and FC to S. The outcome of this research is the user acceptance framework for the Online Teacher Efficiency Rating of Mindanao State University- Iligan Institute of Technology (MSU-IIT), Iligan City, Philippines. The computed t-test and its associated p–values presented suggest that the independent variables such as PE, EE, and FC are statistically significant. Hence, the three constructs affect user satisfaction.

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Grigorev, Anatolii Nikolaevich, Violetta Vladimirovna Fadeeva, Arina Chermenovna Kodoeva, Natalya Vitalevna Bichan, and Irina Vladimirovna Dzyadevich. "Using the grade-rating system assessing the knowledge when teaching informational and legal disciplines in universities of law enforcement agencies." SHS Web of Conferences 108 (2021): 05004. http://dx.doi.org/10.1051/shsconf/202110805004.

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This article discusses the practical experience of using the grade-rating system for assessing the knowledge of cadets in educational organizations within the Ministry of Internal Affairs of Russia when using the Moodle virtual learning environment. The advantages and disadvantages of the grade-rating system are analyzed.

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Baranova, Irina S. "Point-rating system of knowledge assessment in geographical education." Izvestiya of Saratov University. New Series. Series: Philosophy. Psychology. Pedagogy 21, no. 3 (September 24, 2021): 334–38. http://dx.doi.org/10.18500/1819-7671-2021-21-3-334-338.

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The article is devoted to the description and analysis of pedagogical experience of professional competence formation in training and assessment of students in the point-rating system. The interdisciplinary nature of geographical education implies the need to develop special ways of thinking among students and to attract knowledge and skills from different subject areas. In such a situation, it is necessary to maximize the arrangement of the training process from the initial stage of learning to the stage of summative assessment. The work contains proposals to supplement the evaluation tools of expertise, knowledge and skills with innovative methods to better understand the success of students educational activities. A system of measures used by the teacher during the semester for formative and summative assessments to evaluate the level of competence development in students is described. Emphasis is placed on the possibility of using distance learning technologies in the point-rating system. A conclusion is made on the effectiveness of the score-rating assessment of the competence development level in geographical education and predictive capabilities of this method of control, particularly in Master's and postgraduate studies. The concept of the score-rating system proposed in the article was tested by the author while teaching a number of geographical subjects at Ural State Pedagogical University. This methodology has proven to be an effective method of increasing the organization and motivation of students.

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Goldgar, Constance. "A New Rating System Applied to “Tips for Learning and Teaching Evidence-Based Medicine”." Journal of Physician Assistant Education 17, no. 3 (2006): 48–50. http://dx.doi.org/10.1097/01367895-200617030-00010.

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Klimuk, V. V., A. V. Nikishova, and O. E. Komarov. "Methodic of evaluation of resulting of activity of teaching staff of universities (rating system)." Alma mater. Vestnik Vysshey Shkoly, no. 11 (November 2016): 79–83. http://dx.doi.org/10.20339/am.11-16.079.

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Abeldina, Zh, Zh Moldumarova, G. Abildina, and R. K. Abeldina. "Rating as an indicator of the quality of a teacher’s professional activity." Bulletin of the Karaganda University. Pedagogy series 101, no. 1 (March 29, 2021): 57–65. http://dx.doi.org/10.31489/2021ped1/57-65.

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The article examines several aspects of the quality of educational services. The process of providing such services is examined, the problems in the field of teaching physics and mathematics are identified and the ways of problem resolution in the credit learning system are proposed. The introduction of credit learning technology allows for stimulation of students’ learning activity and an increase in their motivation and the level of academic mobility. The ways of increasing the motivational activity of the teacher as another key figure in the educational process are identified. The current remuneration system for university teachers in Kazakhstan accounts for work experience and the position held and includes additional payments for an academic degree but does not stimulate teachers for continuous additional training. On the other hand, the salary volume does not contribute to the high social prestige of this profession, which is complex and requires genuine pedagogical skills. The quality of teaching staff is associated with the quality of education acquired by students. In the context of the credit rating system, it is not only students who earn credits, but also teachers who should substantiate and improve their qualifications measured by their rating.

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Liu, Yuan, and Liangfeng Dong. "Analysis of English Performance Rating Based on Machine Learning and Optimized BP Network Technology." Security and Communication Networks 2021 (August 11, 2021): 1–12. http://dx.doi.org/10.1155/2021/9294356.

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In order to improve the intelligent effect of English performance rating, this paper analyzes the English performance rating process and builds the corresponding algorithm model based on the wisdom of teaching ideas, and it combines BP spatial network technology with spatial sampling and spatial statistical algorithms to construct the system kernel algorithm. Moreover, this paper extracts students’ English answers through text recognition and compares them with the standard library. Among them, objective questions are mainly scored directly through standard answer comparison, and subjective questions compare student scores with standard answers. In addition, this paper uses a needs analysis to construct the framework of the entire English performance rating system and evaluates the practical effect of the system constructed in the paper through experimental research. According to statistical research data, the English performance rating system in this paper is known to have certain effects.

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Vasilevskaya, Elena, Svyatlana Vashchanka, and Natalia Boboriko. "RATING SCORE SYSTEM AND ACADEMIC ACHIEVEMENTS OF STUDENTS: EXPERIENCE OF THE CHEMISTRY FACULTY OF THE BELARUSIAN STATE UNIVERSITY." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 16, no. 2 (December 15, 2019): 108–15. http://dx.doi.org/10.48127/gu-nse/19.16.108.

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Improvement of the natural-science higher education, and chemical education in particular, is impossible without evaluation of its quality. One of the criteria of education quality is academic achievements of the students. The experience of using the rating score system for evaluating of the students' academic achievements, accumulated at the Chemistry Faculty of the Belarusian State University (BSU), is discussed. The results of the analysis of students' progress at the Chemistry Faculty of the BSU in the discipline "Inorganic Chemistry" in 2014–2019 showed that the use of the rating system give objective information about the degree of success of students' training. Keywords: academic achievements, chemistry teaching, education quality, rating score system.

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Ryzhova, Oksana Nikolaevna, Nikolay Egorovich Kuzmenko, Daria Alexandrovna Pichugina, and Leonid Evgenievich Kitaev. "System of rating assessment method to stimulate the students to study natural sciences in the university." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2010): 48–57. http://dx.doi.org/10.51314/2073-2635-2010-3-48-57.

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The problems arising in the teaching the second-year students of MSU Biology Department the course of physical chemistry are described. The proposed system of rating assessment of their academic progress is discussed, and its encouraging and stimulatory nature is demonstrated.

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Bobon, D., and B. Woggon. "The AMDP-System in Clinical Psychopharmacology." British Journal of Psychiatry 148, no. 4 (April 1986): 467–68. http://dx.doi.org/10.1192/bjp.148.4.467.

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The AMDP-System has been developed in Europe by the Association for Methodology and Documentation in Psychiatry the standardised documentation of psychiatric files and for the measurement of change in drug trials. It is increasingly used in the French-speaking and German-speaking countries by clinical psychopharmacologists for teaching classical German psychopathological concepts to students and for the multicentre and multifactorial evaluation of drug changes. The AMDP-System consists of three anamnestic forms and of two comprehensive rating scales on present psychopathology (100 items+ write-in items) and somatic complaints (40 items+write-in items).

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Shouldice, Heather Nelson, and Jessica L. Eastridge. "A Comparison of Virginia Band Performance Assessments in Relation to Director Gender." Journal of Research in Music Education 68, no. 2 (June 12, 2020): 125–37. http://dx.doi.org/10.1177/0022429420922137.

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The purpose of this study was to compare the concert band assessments of male-directed ensembles and female-directed ensembles in the state of Virginia. Data included overall ratings of male-directed and female-directed bands ( N = 3,229) that performed at District Concert Assessments held across the state in the past 6 years (2013–2018), which were publicly available on the website of the Virginia Band and Orchestra Directors Association. Results showed a statistically significant association between ratings and director gender at both the middle school and high school levels. In both instances, male-directed ensembles were more likely to receive a I rating, whereas female-directed ensembles were more likely to receive a II rating. This association was more pronounced at the high school level. Implications include a need for further exploration of possible bias in band festival rating systems as well as increased sensitivity to equitable hiring and representation of women in the field of secondary band teaching.

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Vlasova, E., V. Popov, and A. Latyshev. "ASSESSMENT OF STUDENTS' KNOWLEDGE WITHIN THE MoDuLE-RATING SYSTEM OF TEACHING MATHEMATICS AT HIGH SCHOOL." Bulletin of the Moscow State Regional University (Physics and mathematics), no. 4 (2015): 92–100. http://dx.doi.org/10.18384/2310-7251-2015-4-92-100.

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Hod, Rafael, Oded Maimon, and Eyal Zimlichman. "Does Care Transition Matter? Exploring the Newly Published HCAHPS Measure." American Journal of Medical Quality 35, no. 5 (February 20, 2020): 380–87. http://dx.doi.org/10.1177/1062860620905310.

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In recent years, health care systems have undergone a consumer revolution—putting patients at the center. The study aim was to explore the association between care transition—the new measure proposed by the Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS)—and hospital patients’ overall rating based on their experience, along with hospitals’ internal characteristics and operational attributes. Using HCAHPS and American Hospital Association published databases, the authors examined the association between hospital characteristics and measures of patient experience, focusing on the care transition measure, in 2350 US hospitals. Positive significant association was found between care transition and overall rating ( P < .0001). An interaction regression model revealed that each of the following moderators—teaching affiliation, location, and membership in a health system—significantly (all P < .05) strengthens the association between care transition and overall rating in a positive direction. These findings may help improve hospital rating, value-based payments, and patient-centered outcomes.

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Parker, Lee D., and James Guthrie. "Accounting scholars and journals rating and benchmarking." Accounting, Auditing & Accountability Journal 26, no. 1 (December 28, 2012): 4–15. http://dx.doi.org/10.1108/09513571311293028.

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PurposeThis editorial aims to consider contemporary issues for accounting scholars, in particular journals rating and benchmarking, arguing that current international trends are risking academic research quality.Design/methodology/approachThis paper takes the form of an editorial review and argument.FindingsThe paper acknowledges that accounting academic research is important to the higher education system, careers and publishers. However, its quality and the construction and measurement of the quality of accounting journals and research impact on society continue to be hotly debated.Research limitations/implicationsThe editorial offers scope for accounting academics to engage in debate about the impact of journal rankings and benchmarking on their teaching and research, important issues in higher education, not only in Australia, but also internationally.Originality/valueThe paper provides commentary on the “quality” of accounting research and measurement practices associated with rating and benchmarking academic journals.

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Pushenko, Sergey, and Vera Aksenova. "Competence approach in teaching the discipline “Life safety and environmental protection”." E3S Web of Conferences 258 (2021): 07082. http://dx.doi.org/10.1051/e3sconf/202125807082.

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The article outlines quantitative criteria of students’ performance results in the course of studying the subject ‘Life Safety’ in the times of online education. The process of education is conducted using the competency-based approach and presupposes the evaluation of performance with the help of 3 levels: basic (adaptive), independent (productive), competent (creative). The evaluation of the indicators of students’ knowledge and skills was done using a modular rating system. The discipline is taught in 2 main ways: lectures and seminars. The assessment of students’ knowledge was conducted using progress tests, mid-term and final tests. The article provides Spearman’s rank correlation coefficient which indicates a very high level of correlation between the ratings of students’ achievements in different Modules of the course. The results indicate that using online education to prepare Bachelor’s degree students for their final test in the subject ‘Life Safety’ was effective, there were no serious disadvantages; which leads to a tentative hope of integrating online education into regular education in the future.

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Рабинович, Марк, Mark Rabinovich, Анна Морозова, and Anna Morozova. "AUTOMATED SYSTEM FOR PROFESSIONAL EFFICIENCY RATING ASSESSMENT OF SCIENTIFIC-TEACHING STAFF: PRINCIPLES, MODELS AND ALGORITHMIC MODULES." Bulletin of Bryansk state technical university 2017, no. 3 (October 2, 2017): 95–104. http://dx.doi.org/10.12737/article_59b11cc2e61539.38478267.

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Liu, Xiaowei. "Research on Network Oral English Teaching System Based on Machine Learning." Security and Communication Networks 2022 (March 10, 2022): 1–8. http://dx.doi.org/10.1155/2022/3198565.

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With the development of computer science and technology and the advancement of language teaching and learning methods, computer-assisted language learning technology has made it possible to solve this problem. In the area of oral learning, some computer-assisted language learning systems at home and abroad mainly focus on the learning of words and grammar and only have one or two evaluation indicators as the basis of evaluation, which have certain functional defects and can only give an overall rating to learners’ pronunciation. To address these problems, this paper takes the English speech of Chinese college students as the research object and improves the traditional computerized English pronunciation quality evaluation method by considering multiplicative evaluation indexes, such as pitch, speed, rhythm, and intonation; i.e., pitch evaluation is based on frequency central feature parameters, speech speed evaluation based on speech duration, rhythm evaluation. The method of pitch, speed, rhythm, and intonation evaluation has been experimentally verified to be reliable. Furthermore, considering the weight of the above multiplicative evaluation indexes.

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Morgulets, Oksana B., and Tetiana M. Derkach. "INFORMATION AND COMMUNICATION TECHNOLOGIES MANAGING THE QUALITY OF EDUCATIONAL ACTIVITIES OF A UNIVERSITY." Information Technologies and Learning Tools 71, no. 3 (June 29, 2019): 295. http://dx.doi.org/10.33407/itlt.v71i3.2831.

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The article highlights the results of the practical application of modern information and communication technologies in the management of institutions of higher education on the example of the Kyiv National University of Technology and Design (KNUTD). The constituents of the quality management system of educational activity are considered. The subsystems of the automated control system of educational activity of the university have been characterised and analysed. The key elements of the information systems use dare the following electronic databases: students and their academic performance; results of employment; students’ satisfaction with educational programs; distribution of the teaching load; teachers’ performance; learning and teaching resources, facilities, equipment and their cost; other indicators of university activity. In addition to the popular application packages, such as “iZETA”, "The System of Financially-Oriented Management of Higher Education Institutions", and "Anti-Plagiarism", the software products developed by KNUTD are described. Namely, the "Schedule" package allows one to form directories focused on the drawing up of class schedules which are accessible to all divisions. The software "Electronic Journal" provides monitoring of learning outcomes and prompt response to the failure of individual students; it serves for the formation of final control mark sheets, the evaluation of academic success rates of university students, etc. The electronic rating system "RTS rating" is used for the evaluation of research and teaching staff activity according to the results of their work in the reported year. The modular environment of the University's educational process, based on the Moodle distance learning platform, is described. It accumulates the teaching and methodological support necessary for conducting educational activities. The results of the research are of practical value since the implementation of the considered software products is capable of improving the quality and effectiveness of the management of educational activities of higher education institutions.

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DATOY, FLORAFEL C. "Teaching Competence and Challenges Encountered in Secondary Science Instruction." International Journal of English Language Studies 2, no. 4 (October 30, 2020): 33–46. http://dx.doi.org/10.32996/ijels.2020.2.4.4.

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The main purpose of this study was to assess the teaching competence of secondary science teacher instruction in terms of the teaching competence in educational qualification; eligibility; teaching experience; number of training attended; utilization of instructional support system such as laboratory apparatus, facilities and equipment; the teaching method employed and the relationship among these variables. The study was conducted in the big schools of the First Congressional District of Bohol. A total of 812 participants were identified comprising 72 secondary science teachers, 20 school principals and 720 students. The data were subjected to statistical treatment using the weighted mean to assess the teaching competence of science teachers as perceived by themselves, principals and students. The weighted mean was used to determine the educational qualification, performance rating, number of teaching experience, number of trainings attended, utilization of instructional support system such as laboratory apparatus, facilities and equipment and the teaching method employed by the science teacher. Analysis of Variance was used to determine the relationship of teaching competence between educational qualification, years of service, Bachelors and major Degree. Bonferonni and Holms Multiple Comparison test was used for years of service since ANOVA resulted to significantly different results. For the eligibility and performance rating, T-test for two independent means because they were only two (2) groups being compared. However, for the utilization of laboratory apparatus, facilities and other teaching resources and teaching methods employed, both use the correlation because the independent and dependent variables are continuous variables and that is, numerical scale was used. Findings showed that there is a significant relationship on teaching competence between number of teaching experience and teaching methods. This study found out that teaching methods and number of years in teaching affect the teaching competence. Hence, it is urged, that DepEd Personnel should utilize the result of this study and consider the proposed enhancement plan for the improvement of teaching competence in science instruction.

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Karnes, Frances A., and Victor D'Ilio. "Assessment of the Concurrent Validity of the Leadership Skills Inventory with Gifted Students and Their Teachers." Perceptual and Motor Skills 66, no. 1 (February 1988): 59–62. http://dx.doi.org/10.2466/pms.1988.66.1.59.

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60 students currently enrolled in state-approved public school programs for the gifted at Grades 6 and 7 were given the Leadership Skills Inventory. Four certified teachers of these students were asked to complete an inventory on each subject to assess its concurrent validity. On mean T scores of students and mean teachers' ratings of students t-tests showed no significant differences between the means of the students and ratings of two teachers who had several years of experience teaching gifted students and who had more experience with the inventory. It was concluded that the inventory should be used primarily as a self-rating instrument.

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Fashoto, Stephen Gbenga, Onyebuchi Amaonwu, and Adenrenle Afolorunsho. "Development of A Decision Support System on Employee Performance Appraisal using AHP Model." JOIV : International Journal on Informatics Visualization 2, no. 4 (August 7, 2018): 262. http://dx.doi.org/10.30630/joiv.2.4.160.

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Many employees’ performance appraisal systems lack business standard irrespective of the organization. Performance appraisal system differs depending on the type of work and job description in an organization. Most organizations lack scientific technique for rating their employee’s performances. In this case, a decision support system will help organizations to have a standardize way of performance appraisal and make the appraisal process transparent, fair and just. Analytical Hierarchy Process (AHP) was used in this paper to evaluate employees performances based on five criteria: personal skills, initiatives, teaching quality, method of teaching and research in which case each of the criteria was divided into sub-criteria; and by applying the Decision Support software for evaluating employees performance in line with the individual objectives required to meet the overall organizational mission. The result obtained showed that the consistency ratio (CR) of the five criteria is C.R = 0.0976 which showed that there is consistency in all the criteria in appraising the performance of an academic staff in Kampala International University (KIU) except research. Therefore, personal skills, initiatives, teaching quality and method of teaching are consistent and valid factors while research has not been consistent in appraising an academic staff in KIU despite the weight (47%) attached to it.

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Jiang, Zhiquan. "Improved Algorithm of Fuzzy Set Gravity Centre in Track System Teaching Field." Mathematical Problems in Engineering 2022 (April 1, 2022): 1–11. http://dx.doi.org/10.1155/2022/8040157.

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With the development of science and technology, modern science and technology are more and more widely used in the field of sports, which not only promotes the scientific development of track and field system teaching but also makes great changes in the way of track and field system teaching. Many methods of sports evaluation using modern science and technology have been accepted by people and have been widely used in teaching, especially in the evaluation of sports achievements. However, there are few scientific and technological methods for the evaluation of sports technology. Track and discipline instructing is an extraordinarily complicated sport. The instructing of bodily schooling forte has accompanied the standard instructing technique for a lengthy time. The focus and evaluation of teaching are usually determined by teachers’ teaching experience. This teaching method is often blind and lack of pertinence and scientific. In order to improve the overall level of track and field system teaching, a scientific and reasonable quantitative mode can be adopted. This paper uses the improved algorithm of fuzzy set centre of gravity set to analyse the existing teaching. The algorithm offers fuzzy interval rating by means of comparison experts, calculates the centre of gravity of the endpoint of interval score, considers the weight of a number influencing elements and the authority of experts, and offers complete decision-making opinions. The algorithm makes full use of expert evaluation opinions and is easy to operate. Evaluation examples verify the scientific and accuracy of the algorithm. The results show that the algorithm conforms to the scoring law of track and field system teaching, has a certain practical effect on the objective evaluation of sports results, and can help teachers clearly understand students’ sports skills.

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Perlmutter, Marilyn. "Intelligibility Rating of L2 Speech Pre- and Postintervention." Perceptual and Motor Skills 68, no. 2 (April 1989): 515–21. http://dx.doi.org/10.2466/pms.1989.68.2.515.

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As a result of a recent law passed in Ohio, a program was designed to improve the oral intelligibility of International Teaching Assistants at Bowling Green State University. To evaluate the efficacy of the training, naive undergraduate students were asked to evaluate the pre- and postrecorded speech samples of the international students, both in terms of intelligibility of the sample and the identification of the topic of the monologue. Analysis showed a significant improvement in the intelligibility ratings between pre- and posttraining samples. Further, the average number of correct subject matter identifications was shown to increase, while the average number of incorrect judgments decreased significantly from pre- to posttraining evaluations.

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Fang, Yuan, and Jingning Li. "Application of the Deep Learning Algorithm and Similarity Calculation Model in Optimization of Personalized Online Teaching System of English Course." Computational Intelligence and Neuroscience 2021 (December 16, 2021): 1–11. http://dx.doi.org/10.1155/2021/8249625.

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This study provides an in-depth study and analysis of English course recommendation techniques through a combination of bee colony algorithm and neural network algorithm. In this study, the acquired text is trained with a document vector by a deep learning model and combined with a collaborative filtering method to recommend suitable courses for users. Based on the analysis of the current research status and development of the technology related to course resource recommendation, the deep learning technology is applied to the course resource recommendation based on the current problems of sparse data and low accuracy of the course recommendation. For the problem that the importance of learning resources to users changes with time, this study proposes to fuse the time information into the neural collaborative filtering algorithm through the clustering classification algorithm and proposes a deep learning-based course resource recommendation algorithm to better recommend the course that users want to learn at this stage promptly. Secondly, the course cosine similarity calculation model is improved for the course recommendation algorithm. Considering the impact of the number of times users rate courses and the time interval between users rating different courses on the course similarity calculation, the contribution of active users to the cosine similarity is reduced and a time decay penalty is given to users rating courses at different periods. By improving the hybrid recommendation algorithm and similarity calculation model, the error value, recall, and accuracy of course recommendation results outperform other algorithmic models. The requirements analysis identifies the personalized online teaching system with rural primary and secondary school students as the main service target and then designs the overall architecture and functional modules of the recommendation system and the database table structure to implement the user registration, login, and personal center functional modules, course publishing, popular recommendation, personalized recommendation, Q&A, and rating functional modules.

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Anisimova, Anna T. "Student comments on a professor’s rating as an evaluating speech genre in Russian and American educational discourse." International Journal “Speech Genres” 30, no. 2 (May 25, 2021): 109–17. http://dx.doi.org/10.18500/2311-0740-2021-2-30-109-117.

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This article focuses on the speech genre “student comments on a professor’s rating” which belongs to the domain of quality assurance in higher education. Both aspects are meaningful for the theory of speech genres and the system of higher education. The article analyses the communicative concept “student feedback on teaching” which is related to the speech genre under research. The article also deals with description and comparative analysis of speech genre features of axiological texts which belong to the domain of the “quality of education” in Russian and American linguistic cultures. Apart from this, the article attempts to classify the speech genre forms of students comments on teaching. On the basis of the comparative analysis of the speech genre “student feedback on teaching” in Russian and American education discourse there have been deduced several common and national specific language features and phenomena. The evaluating communicative concept “student feedback on teaching” comprises not only emotional evaluating attitude of the author but also a structural semiotic paradigm of the teaching evaluation. The American concept demonstrates higher semiotic density. The comparative analysis of verbal implementation of the concept in the Russian and American student feedback comments allows to conclude that the corresponding speech genre in American culture looks like an established speech practice, while into Russian culture this genre has been borrowed and is still being formed.

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Marcial, Dave E., and Alfie Q. Arcelo. "END-USER TRAINING ON DIGITAL TEACHING TOOLS: REACTION, LEARNING, BEHAVIOR, RESULTS, AND MANAGEMENT." Information Technologies and Learning Tools 55, no. 5 (October 31, 2016): 81. http://dx.doi.org/10.33407/itlt.v55i5.1478.

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The newly developed digital teaching tools, namely mobile class record application and portable learning management system were launched and distributed. This paper measures the evaluation rating of the region-wide end-user training on the classroom use and integration of the two digital teaching tools. A total of 74 trainees in Central Visayas, Philippines were trained. Using the New World Kirkpatrick Model, the trainees evaluated the training regarding reaction, learning, behavior, results, and management. The data show that the trainees rated the training with an overall mean of 3.70 described as “strongly agree.” The result implies that the end-user training on digital teaching tools is very successful and excellent.

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Lin, Hui, Jianxin You, and Tao Xu. "Evaluation of Online Teaching Quality: An Extended Linguistic MAGDM Framework Based on Risk Preferences and Unknown Weight Information." Symmetry 13, no. 2 (January 26, 2021): 192. http://dx.doi.org/10.3390/sym13020192.

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Evaluation of online teaching quality has become an important issue because many universities are turning to online classes due to the Corona Virus Disease 2019 (COVID-19) pandemic. In this paper, online teaching quality evaluation is considered as a linguistic multi-attribute group decision-making (MAGDM) problem. Generally, the evaluation sematic information can be symmetrically or asymmetrically distributed in linguistic term sets. Thus, an extended linguistic MAGDM framework is proposed for evaluating online teaching quality. As the main contribution, the proposed method takes into account the risk preferences of assessment experts (AEs) and unknown weight information of attributes and sub-attributes. To be specific, the Delphi method is employed to establish a multi-level evaluation indicator system (EIS) of online teaching quality. Then, by introducing the group generalized linguistic term set (GLTS) with two risk preference parameters, a two-stage optimization model is developed to calculate the weights of attributes and sub-attributes objectively. Subsequently, the linguistic MAGDM framework was divided into two stages. The first stage maximizes the group comprehensive rating values of teachers on different attributes to obtain partial ranking results for teachers on each attribute. The latter stage maximizes the group comprehensive rating values of teachers to evaluate the overall quality. Finally, a case study is provided to illustrate how to apply the framework to evaluate online teaching quality.

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McWhirter, Nathan Daniel, and Tripp Shealy. "Teaching decision-making for sustainable infrastructure: a wind energy case study module." International Journal of Sustainability in Higher Education 19, no. 5 (July 2, 2018): 893–911. http://dx.doi.org/10.1108/ijshe-10-2017-0183.

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Purpose This paper aims to introduce a case-based module teaching sustainable engineering, linking the Envision rating system with behavioral decision science. Three complete modules are publicly available in a repository for any instructor to adapt, use and review. Design/methodology/approach A case study was written about the Tucannon River Wind Farm, a project-certified Gold by the Institute for Sustainable Infrastructure’s Envision™ rating system. The case was used as the basis for an in-class PowerPoint module to achieve student learning outcomes related to sustainability. Findings Before and after surveys showed significant (p < 0.05) learning increases. Word clouds show changes in student perceptions of sustainable design. Rubric scoring of writing assignments and concept maps yielded valuable insights and improvements and demonstrated the overall validity of the module approach. Research limitations/implications Modules lasting only one or two class days must be well-integrated into courses and curricula to promote greater learning value. Concept mapping may be a useful addition but involves a learning curve for both instructors and students. Practical implications By offering instructors access to a set of case-based modules, it becomes more practical for them to teach about sustainable infrastructure and decision-making. Social implications The module exemplifies a project owner and an engineering firm strongly committed to social and environmental sustainability. Envision’s Quality of Life and Leadership categories emphasize community well-being, involvement and collaboration. Originality/value This module offers a unique transdisciplinary focus meeting several needs in engineering education on sustainability, complex problems and decision-making.

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Kryvoruchko, Vladyslav. "ANALYSIS OF RATING SYSTEMS FOR EVALUATION OF COMPETITIVENESS OF HIGHER EDUCATION INSTITUTIONS." Economic Analysis, no. 32(1) (2022): 47–57. http://dx.doi.org/10.35774/econa2022.01.047.

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The rating systems of higher education institutions (hereinafter – HEI) has been researched in the article. It has been determined that today the rankings of universities are the most legitimate and unified methods of analysis of the competitiveness of free economic zones in the market of educational services. The key role of HEI as producers of new knowledge in the market in the conditions of intellectualization of economic processes has been substantiated. It has been described that in countries with market economies, competition in education is based on the same principles as in business. The quality of education and knowledge is a key competitive advantage of HEI in the market. Methods of comparison, abstraction, analysis, synthesis and graphical methods have been used in the research. A comparative analysis of the structure of the evaluation criteria of each of the ratings was conducted and it was determined which indicators have the most significant impact on the rating result. The analysis of knowledge quality indicators within each of the rating systems as exceptional and influential indicators in the knowledge economy have been conducted separately. The key problems of university rating have been identified: the asymmetry of the importance of the impact of different criteria in the direction of resource provision and capitalization of free economic resources; incomplete assessment of the quality of knowledge management (work with the knowledge repository, internal training, training of research and teaching staff, mobility of teachers and students); lack of indicators to assess the brand and image of the HEI in the market; the degree of use of digital technologies in education and indicators of the management system analysis as an organization (assessment of the level of bureaucracy and quality of internal business processes). As a result of the research, the author's approach to the assessment of the competitiveness of HEI has been proposed, which involves the categorization of educational institutions according to certain criteria and the development of indicators of free economic analysis for each category. Also, it has been proposed to expand the range of criteria for assessing the competitiveness of the Ukrainian HEI, taking into account the requirements of today. The results of the study have been aimed at improving the quality assessment system of education and analysis of the competitiveness of domestic higher education institutions, as well as improving the tools for assessing the quality of knowledge management in the implementation of these systems in educational institutions.

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Skibitsky, Eduard, and Evgeniya Kitova. "Distance Teaching in Educational Organizations under Pandemic Conditions." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2021, no. 3 (October 8, 2021): 221–28. http://dx.doi.org/10.21603/2542-1840-2021-5-3-221-228.

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Higher education has to develop effective means of pedagogical communication and teaching patterns as a result of the social and economic changes brought about by the COVID-19 pandemic. Distance learning requires no face-to-face contact with the teacher. It is based on unconventional teaching patterns and uses modern means of informatization. The research objective was to develop a new system of didactic support in the context of a total distance learning format. The author analyzed the opinions of academics and students of two institutions of higher education. The research revealed some problems related to the use of traditional teaching methods in distance learning. The article introduces a new complex approach to the design of effective didactic support based on the psychological, pedagogical, and methodological features of distance learning. The paper also features various definitions of didactic support, its stages, and component, i.e. content, procedure, and motivation. The new approach was tested experimentally. It involved a rating system, which improved the motivational, emotional, and cognitive aspects of distance learning. A higher degree of formalization of information content also improved such indicators as universality, adaptability, multivariance, and multifunctionality.

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Mahmoodi, Benjamin, Adriano Azaripour, Kawe Sagheb, Keyvan Sagheb, Brita Willershausen, and Jens Weusmann. "Undergraduate Students’ Acceptance of a Reciprocating One-File System for Endodontic Treatment." European Journal of Dentistry 14, no. 03 (May 21, 2020): 393–96. http://dx.doi.org/10.1055/s-0040-1710142.

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Abstract Objectives Reciprocating endodontic one-file systems are a comparatively new method for root canal shaping. Even though the mechanical properties are comparable to modern rotating mechanical systems, data about subjective assessment and application quality are scarce. This study evaluates the reciprocating one-file system in undergraduate education. Materials and Methods A total of 42 undergraduate students without experience regarding reciprocating file systems filled in a questionnaire in four different points in time (t 1–t 4) anonymously. The questionnaire was based on a numerical rating scale ranging from 0 to 10. Statistical Analysis A least significant difference post-hoc analysis comparing the group average values was performed. The adjusted level of significance was p < 0.004 after Bonferroni correction. Results All rating scores increased after the first theoretical instruction. After the first practical training in artificial root canals in resin blocks and extracted teeth (t 2), the estimation of “time efficiency” (p = 0.002), “handling” (p < 0.001), and “overall impression” (p < 0.001) improved significantly. The “overall impression” remained constant and showed no significant changes after the first practical training. Conclusions Reciprocating systems seem to show a good acceptance among first time users. Initial concerns about “work safety” decrease during every step of the educational process. Reciprocating one-file systems are a safe and well-accepted method in undergraduate teaching.

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Rakhmadani, Diovianto Putra, and Faisal Dharma Adhinata. "A WEB-BASED INFORMATION SYSTEM FOR LECTURER’S PERFORMANCE APPRAISAL USING GAMIFICATION CONCEPTS AND RATING SCALE METHODS." Jurnal Riset Informatika 3, no. 2 (March 2, 2021): 167–74. http://dx.doi.org/10.34288/jri.v3i2.201.

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Online learning is widely used by every educational institution during the Covid-19 pandemic. Without face-to-face meetings, lecturers are required to present quality learning with feedback from students. The problem that arises is that EDOM is considered too long in terms of data processing, while lecturers are required to carry out quality teaching at each meeting. If students lose interest in a lecture due to the performance of the lecturer who is unable to make each virtual class attractive, the lecture activity will be ineffective. With the existence of a performance measurement system with the application of gamification that can measure the performance of lecturers at each meeting, lecturers can receive feedback while pursuing rewards or ratings on their performance. This study uses the waterfall model and produces a web-based information system that can be used as evaluation material in improving the quality of online learning.

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Vashchylo, Olha. "Prospective philologists distance learning and teaching during COVID-19 pandemic." Scientific and methodological journal "Foreign Languages", no. 3 (September 30, 2021): 11–18. http://dx.doi.org/10.32589/1817-8510.2021.3.241155.

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The article is devoted to the question of organizing distance learning for future philologists through the Internet technologies. The author’s experience in conducting practical classes via the video conferencing platform Zoom and organizing the students’ individual work using the learning management system Canvas has been described. Recommendations on how to prepare for the practical classes have been given; the main advantages of the video conferencing platform Zoom have been enumerated; the examples of the tasks performed by students during synchronous learning have been given. The choice of the learning management system Canvas has been preconditioned by the author’s positive experience in organizing the process of teaching ESP monologue production to future mechanical engineers. Features specific to Canvas (shared access, calendar of the events, discussions and announcements section, accumulation of the performed tasks, etc.) have been looked into; the advantages of using Canvas (flexibility, compatibility with numerous mobile devices and various operating systems, use of the system regardless location and time zone, 24/7 availability, facilitating the student’s choice of the individual educational trajectory etc.) have been considered. The examples of the tasks posted by the teacher have been given. The assessment of the students’ work was carried out according to the existing rating system regarding the peculiarities of distance learning. Thus, the students’ work during the practical classes using the video conferencing platform Zoom and their out-of-class individual work using Canvas has been assessed. A survey among the participants of the educational process has been conducted. The results of the survey have revealed a positive attitude to the organization of distance learning with the use of the video conferencing platform Zoom and the learning management system Canvas.

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Sarwar, Huma, Hira Akhtar, Meshal Muhammad Naeem, Javeria Ali Khan, Khadija Waraich, Sumaiya Shabbir, Arshad Hasan, and Zohaib Khurshid. "Self-Reported Effectiveness of e-Learning Classes during COVID-19 Pandemic: A Nation-Wide Survey of Pakistani Undergraduate Dentistry Students." European Journal of Dentistry 14, S 01 (October 1, 2020): S34—S43. http://dx.doi.org/10.1055/s-0040-1717000.

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Abstract Objectives The main aim of this study was to determine the undergraduate dental students’ self-reported effectiveness of online classes offered by various dental institutes of Pakistan. Materials and Methods A cross-sectional study was conducted using an online survey. A pretested and validated questionnaire comprising of 31 questions was circulated among dental students. The study participants were inquired about the perceived level of accessibility of resources and the effectiveness of online teaching. The data was analyzed using SPSS version 24. Mann–Whitney U test and Kruskal–Wallis test were used for statistical analysis at p ≤0.05. Results A total of 1,207 students from all over Pakistan responded. The majority of students was dissatisfied with the institutional learning management system and quality of learning resources available. Students were also dissatisfied with the level of training of teachers for online lectures. The worst rating was reported for questions related to the effectiveness of online classes (average rating: 3.83 and 3.781/5). First-year students reported poor interaction with teachers (p < 0.001) and strongly disagreed with the effectiveness of online classes (mean rating: 4.14 ± 0.935). Conclusions The results from the present survey showed that dental students of Pakistan unanimously voiced dissatisfaction toward various elements of online teaching sessions. Findings from this survey will aid the academic institutes to establish proficient learning platforms focused on improving students` learning experience.

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Xu, Rui, Chen Wang, and Yen Hsu. "A Study of DNN-Based Media Literacy and Distance Education Management System in the Context of Participatory Culture." Computational Intelligence and Neuroscience 2022 (May 20, 2022): 1–11. http://dx.doi.org/10.1155/2022/3666274.

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Through an in-depth study and analysis of the integration of media literacy with distance education management using the DNN algorithm in the context of participatory culture, and the design of a distance education management system for application in actual teaching, the word embedding model is used to embed the ratings and tags, respectively; then, the self-encoder is used to extract textual features for item tags, while DNN is used to extract features for user tagging behaviors; finally, the fully connected neural network is used to predict ratings for the fused user and item features. The experimental results show that the optimized recommendation model effectively reduces the user rating prediction error while alleviating the cold start problem. A blockchain-based learning platform is designed. The purpose is to solve the contradiction between centralized storage and social trust, and to transfer the management of educational certification resources from centralized control management to distributed control management. This platform can record in stages a variety of verification information and course certificate information collected by students in the process of learning courses, create course certificates containing digital summaries of learning information, and store them on the chain to ensure the integrity and traceability of data in the learning process. This paper implements a blockchain-based online education system, which ensures that system data will not be maliciously queried and dynamically changed by management.

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Fijačko, Nino, Ruth Masterson Creber, Lucija Gosak, Gregor Štiglic, Dominic Egan, Brian Chaka, Nika Debeljak, Matej Strnad, and Pavel Skok. "Evaluating Quality, Usability, Evidence-Based Content, and Gamification Features in Mobile Learning Apps Designed to Teach Children Basic Life Support: Systematic Search in App Stores and Content Analysis." JMIR mHealth and uHealth 9, no. 7 (July 20, 2021): e25437. http://dx.doi.org/10.2196/25437.

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Background Globally, 3.7 million people die of sudden cardiac death annually. Following the World Health Organization endorsement of the Kids Save Lives statements, initiatives to train school-age children in basic life support (BLS) have been widespread. Mobile phone apps, combined with gamification, represent an opportunity for including mobile learning (m-learning) in teaching schoolchildren BLS as an additional teaching method; however, the quality of these apps is questionable. Objective This study aims to systematically evaluate the quality, usability, evidence-based content, and gamification features (GFs) of commercially available m-learning apps for teaching guideline-directed BLS knowledge and skills to school-aged children. Methods We searched the Google Play Store and Apple iOS App Store using multiple terms (eg, cardiopulmonary resuscitation [CPR] or BLS). Apps meeting the inclusion criteria were evaluated by 15 emergency health care professionals using the user version of the Mobile Application Rating Scale and System Usability Scale. We modified a five-finger mnemonic for teaching schoolchildren BLS and reviewed the apps’ BLS content using standardized criteria based on three CPR guidelines. GFs in the apps were evaluated using a gamification taxonomy. Results Of the 1207 potentially relevant apps, only 6 (0.49%) met the inclusion criteria. Most apps were excluded because the content was not related to teaching schoolchildren BLS. The mean total scores for the user version of the Mobile Application Rating Scale and System Usability Scale score were 3.2/5 points (95% CI 3.0-3.4) and 47.1/100 points (95% CI 42.1-52.1), respectively. Half of the apps taught hands-only CPR, whereas the other half also included ventilation. All the apps indicated when to start chest compressions, and only 1 app taught BLS using an automated external defibrillator. Gamification was well integrated into the m-learning apps for teaching schoolchildren BLS, whereas the personal and fictional, educational, and performance gamification groups represented most GFs. Conclusions Improving the quality and usability of BLS content in apps and combining them with GFs can offer educators novel m-learning tools to teach schoolchildren BLS skills.

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Journal articles on the topic 'Rating system for teaching'

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