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quality evaluation</title> <meta name="description" content="Search results for: student quality evaluation"> <meta name="keywords" content="student quality evaluation"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="student quality evaluation"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 16981</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: student quality evaluation</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16981</span> Quality Teaching Evaluation Instrument: A Student Learning-centred Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thuy%20T.%20T.%20Tran">Thuy T. T. Tran</a>, <a href="https://publications.waset.org/abstracts/search?q=Hamish%20Coates"> Hamish Coates</a>, <a href="https://publications.waset.org/abstracts/search?q=Sophie%20Arkoudis"> Sophie Arkoudis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Evaluation instruments of teaching are abundant; however, these do not prompt any enhancement in the quality of teaching, not least because these instruments are framed only by teacher-centered conceptions of teaching. There is a need for more sophisticated teaching evaluation measures that focus on student learning and multi-stakeholder involvement. This study aims to develop such an evaluation instrument for Vietnamese higher education. The study uses several kinds of methods. The instrument was initially drafted through in-depth review of research, paying close attention to Vietnamese higher education. Draft evaluation instruments were produced and reviewed by 34 experts. The outcomes of this qualitative and quantitative data reveal an instrument that highlights the value of a multisource student-centered approach, and the rich integration of contextual and cultural traits where Confucian values are emphasized. The validation affirms that evaluating teaching in such way will facilitate the continuous learning growth of all stakeholders involved. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multi%20stakeholders" title="multi stakeholders">multi stakeholders</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20teaching" title=" quality teaching"> quality teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20learning" title=" student learning"> student learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20evaluation" title=" teaching evaluation"> teaching evaluation</a> </p> <a href="https://publications.waset.org/abstracts/76855/quality-teaching-evaluation-instrument-a-student-learning-centred-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76855.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">310</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16980</span> Model of Monitoring and Evaluation of Student’s Learning Achievement: Application of Value-Added Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jatuphum%20Ketchatturat">Jatuphum Ketchatturat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Value-added assessment has been used for developing the model of monitoring and evaluation of student's learning achievement. The steps of model development consist of 1) study and analyisis of the school and the district report system of student achievement and progress, 2) collecting the data of student achievement to develop the value added indicator, 3) developing the system of value-added assessment by participatory action research approach, 4) putting the system of value-added assessment into the educational district of secondary school, 5) determining the quality of the developed system of value-added assessment. The components of the developed model consist of 1) the database of value-added assessment of student's learning achievement, 2) the process of monitoring and evaluation the student's learning achievement, and 3) the reporting system of value-added assessment of student's learning achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20achievement" title="learning achievement">learning achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=monitoring%20and%20evaluation" title=" monitoring and evaluation"> monitoring and evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=value-added%20assessment" title=" value-added assessment"> value-added assessment</a> </p> <a href="https://publications.waset.org/abstracts/12155/model-of-monitoring-and-evaluation-of-students-learning-achievement-application-of-value-added-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12155.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">423</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16979</span> Students' Perspectives on Quality of Course Evaluation Practices and Feedbacks in Eritrea</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ermias%20Melake%20Tesfay">Ermias Melake Tesfay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The importance of evaluation practice and feedback to student advancement and retention has gained importance in the literature over the past ten years. So many issues and cases have been raised about the quality and types of evaluation carried out in higher education and the quality and quantity of student feedback. The aim of this study was to explore the students’ perspectives on the quality of course evaluation practice and feedback in College of Education and College of Science. The study used both quantitative and qualitative methods to collect data. Data were collected from third-year and fourth-year students of 13 departments in the College of Education and College of Science in Eritrea. A modified Service Performance (SERVPERF) questionnaire and focus group discussions were used to collect the data. The sample population comprised of 135 third-year and fourth-year students’ from both Colleges. A questionnaire using a 5 point Likert-scale was administered to all respondents whilst two focus group discussions were conducted. Findings from survey data and focus group discussions showed that the majority of students hold a positive perception of the quality of course evaluation practice but had a negative perception of methods of awarding grades and administrators’ role in listening to the students complain about the course. Furthermore, the analysis from the questionnaire showed that there is no statistically significant difference between third-year and fourth-year students, College of Education and College of Science and male and female students on the quality of course evaluation practice and feedback. The study recommends that colleges improve the quality of fairness and feedback during course assessment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evaluation" title="evaluation">evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=quality" title=" quality"> quality</a>, <a href="https://publications.waset.org/abstracts/search?q=students%27%20perception" title=" students' perception"> students' perception</a> </p> <a href="https://publications.waset.org/abstracts/115989/students-perspectives-on-quality-of-course-evaluation-practices-and-feedbacks-in-eritrea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115989.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16978</span> Exploring Students’ Voices in Lecturers’ Teaching and Learning Developmental Trajectory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khashane%20Stephen%20Malatji">Khashane Stephen Malatji</a>, <a href="https://publications.waset.org/abstracts/search?q=Makwalete%20Johanna%20Malatji"> Makwalete Johanna Malatji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Student evaluation of teaching (SET) is the common way of assessing teaching quality at universities and tracing the professional growth of lecturers. The aim of this study was to investigate the role played by student evaluation in the teaching and learning agenda at one South African University. The researchers used a qualitative approach and a case study research design. With regards to data collection, document analysis was used. Evaluation reports were reviewed to monitor the growth of lecturers who were evaluated during the academic years 2020 and 2021 in one faculty. The results of the study reveal that student evaluation remains the most relevant tool to inform the teaching agenda at a university. Lecturers who were evaluated were found to grow academically. All lecturers evaluated during 2020 have shown great improvement when evaluated repeatedly during 2021. Therefore, it can be concluded that student evaluation helps to improve the pedagogical and professional proficiency of lecturers. The study therefore, recommends that lecturers conduct an evaluation for each module they teach every semester or annually in case of year modules. The study also recommends that lecturers attend to all areas that draw negative comments from students in order to improve. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20voices" title="students’ voices">students’ voices</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20agenda" title=" teaching agenda"> teaching agenda</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=responses" title=" responses"> responses</a> </p> <a href="https://publications.waset.org/abstracts/152018/exploring-students-voices-in-lecturers-teaching-and-learning-developmental-trajectory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152018.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16977</span> Formation of Academia-Industry Collaborative Model to Improve the Quality of Teaching-Learning Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Dakshayini">M. Dakshayini</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Jayarekha"> P. Jayarekha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In traditional output-based education system, class room lecture and laboratory are the traditional delivery methods used during the course. Written examination and lab examination have been used as a conventional tool for evaluating student’s performance. Hence, there are certain apprehensions that the traditional education system may not efficiently prepare the students for competent professional life. This has led for the change from Traditional output-based education to Outcome-Based Education (OBE). OBE first sets the ideal programme learning outcome consecutively on increasing degree of complexity that students are expected to master. The core curriculum, teaching methodologies and assessment tools are then designed to achieve the proposed outcomes mainly focusing on what students can actually attain after they are taught. In this paper, we discuss a promising applications based learning and evaluation component involving industry collaboration to improve the quality of teaching and student learning process. Incorporation of this component definitely improves the quality of student learning in engineering education and helps the student to attain the competency as per the graduate attributes. This may also reduce the Industry-academia gap. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=outcome-based%20education" title="outcome-based education">outcome-based education</a>, <a href="https://publications.waset.org/abstracts/search?q=programme%20learning%20outcome" title=" programme learning outcome"> programme learning outcome</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching-learning%20process" title=" teaching-learning process"> teaching-learning process</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=industry%20collaboration" title=" industry collaboration"> industry collaboration</a> </p> <a href="https://publications.waset.org/abstracts/19520/formation-of-academia-industry-collaborative-model-to-improve-the-quality-of-teaching-learning-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19520.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">449</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16976</span> Cluster Analysis of Students’ Learning Satisfaction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Purevdolgor%20Luvsantseren">Purevdolgor Luvsantseren</a>, <a href="https://publications.waset.org/abstracts/search?q=Ajnai%20Luvsan-Ish"> Ajnai Luvsan-Ish</a>, <a href="https://publications.waset.org/abstracts/search?q=Oyuntsetseg%20Sandag"> Oyuntsetseg Sandag</a>, <a href="https://publications.waset.org/abstracts/search?q=Javzmaa%20Tsend"> Javzmaa Tsend</a>, <a href="https://publications.waset.org/abstracts/search?q=Akhit%20Tileubai"> Akhit Tileubai</a>, <a href="https://publications.waset.org/abstracts/search?q=Baasandorj%20Chilhaasuren"> Baasandorj Chilhaasuren</a>, <a href="https://publications.waset.org/abstracts/search?q=Jargalbat%20Puntsagdash"> Jargalbat Puntsagdash</a>, <a href="https://publications.waset.org/abstracts/search?q=Galbadrakh%20Chuluunbaatar"> Galbadrakh Chuluunbaatar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the indicators of the quality of university services is student satisfaction. Aim: We aimed to study the level of satisfaction of students in the first year of premedical courses in the course of Medical Physics using the cluster method. Materials and Methods: In the framework of this goal, a questionnaire was collected from a total of 324 students who studied the medical physics course of the 1st course of the premedical course at the Mongolian National University of Medical Sciences. When determining the level of satisfaction, the answers were obtained on five levels of satisfaction: "excellent", "good", "medium", "bad" and "very bad". A total of 39 questionnaires were collected from students: 8 for course evaluation, 19 for teacher evaluation, and 12 for student evaluation. From the research, a database with 39 fields and 324 records was created. Results: In this database, cluster analysis was performed in MATLAB and R programs using the k-means method of data mining. Calculated the Hopkins statistic in the created database, the values are 0.88, 0.87, and 0.97. This shows that cluster analysis methods can be used. The course evaluation sub-fund is divided into three clusters. Among them, cluster I has 150 objects with a "good" rating of 46.2%, cluster II has 119 objects with a "medium" rating of 36.7%, and Cluster III has 54 objects with a "good" rating of 16.6%. The teacher evaluation sub-base into three clusters, there are 179 objects with a "good" rating of 55.2% in cluster II, 108 objects with an "average" rating of 33.3% in cluster III, and 36 objects with an "excellent" rating in cluster I of 11.1%. The sub-base of student evaluations is divided into two clusters: cluster II has 215 objects with an "excellent" rating of 66.3%, and cluster I has 108 objects with an "excellent" rating of 33.3%. Evaluating the resulting clusters with the Silhouette coefficient, 0.32 for the course evaluation cluster, 0.31 for the teacher evaluation cluster, and 0.30 for student evaluation show statistical significance. Conclusion: Finally, to conclude, cluster analysis in the model of the medical physics lesson “good” - 46.2%, “middle” - 36.7%, “bad” - 16.6%; 55.2% - “good”, 33.3% - “middle”, 11.1% - “bad” in the teacher evaluation model; 66.3% - “good” and 33.3% of “bad” in the student evaluation model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=questionnaire" title="questionnaire">questionnaire</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20mining" title=" data mining"> data mining</a>, <a href="https://publications.waset.org/abstracts/search?q=k-means%20method" title=" k-means method"> k-means method</a>, <a href="https://publications.waset.org/abstracts/search?q=silhouette%20coefficient" title=" silhouette coefficient"> silhouette coefficient</a> </p> <a href="https://publications.waset.org/abstracts/185266/cluster-analysis-of-students-learning-satisfaction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185266.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">49</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16975</span> Power Quality Evaluation of Electrical Distribution Networks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Idris%20S.%20Abozaed">Mohamed Idris S. Abozaed</a>, <a href="https://publications.waset.org/abstracts/search?q=Suliman%20Mohamed%20Elrajoubi"> Suliman Mohamed Elrajoubi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Researches and concerns in power quality gained significant momentum in the field of power electronics systems over the last two decades globally. This sudden increase in the number of concerns over power quality problems is a result of the huge increase in the use of non-linear loads. In this paper, power quality evaluation of some distribution networks at Misurata - Libya has been done using a power quality and energy analyzer (Fluke 437 Series II). The results of this evaluation are used to minimize the problems of power quality. The analysis shows the main power quality problems that exist and the level of awareness of power quality issues with the aim of generating a start point which can be used as guidelines for researchers and end users in the field of power systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=power%20quality%20disturbances" title="power quality disturbances">power quality disturbances</a>, <a href="https://publications.waset.org/abstracts/search?q=power%20quality%20evaluation" title=" power quality evaluation"> power quality evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=statistical%20analysis" title=" statistical analysis"> statistical analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=electrical%20distribution%20networks" title=" electrical distribution networks "> electrical distribution networks </a> </p> <a href="https://publications.waset.org/abstracts/11250/power-quality-evaluation-of-electrical-distribution-networks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11250.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">533</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16974</span> MASCOT: Design and Development of an Interactive Self-Evaluation Tool for Students’ Thinking Complexity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xin%20Gao">Xin Gao</a>, <a href="https://publications.waset.org/abstracts/search?q=Jun%20Wu"> Jun Wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 'In Dialogue with Humanity’ and ‘In Dialogue with Nature’ are two compulsory General Education Foundation (GEF) courses for all undergraduates at the Chinese University of Hong Kong (CUHK). These courses aim to enrich students’ intellectual pursuits and enhance their thinking capabilities through classic readings. To better understand and evaluate students’ thinking habits and abilities, GEF introduced Narrative Qualitative Analysis (NQA) in 2014 and has continued the study since then. Through the NQA study, a two-way evaluation scheme has been developed, including both student self-evaluation and teacher evaluation. This study will first introduce the theoretical background and research framework of the NQA study and then focus on student self-evaluation. An interactive online application, MASCOT, has been developed to facilitate students’ self-evaluation of their own thinking complexity. In this presentation, the design and development of MASCOT will be explained, and the main results will be reported when applying it in classroom teaching. An obvious discrepancy has been observed between students’ self-evaluations and teachers’ evaluations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=narrative%20qualitative%20analysis" title="narrative qualitative analysis">narrative qualitative analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=thinking%20complexity" title=" thinking complexity"> thinking complexity</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20self-evaluation" title=" student self-evaluation"> student self-evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20online%20application" title=" interactive online application"> interactive online application</a> </p> <a href="https://publications.waset.org/abstracts/186835/mascot-design-and-development-of-an-interactive-self-evaluation-tool-for-students-thinking-complexity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186835.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">47</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16973</span> Student Participation in Higher Education Quality Assurance Processes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tomasz%20Zarebski">Tomasz Zarebski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A very important element of the education system is its evaluation procedure. Each education system should be systematically evaluated and improved. Among the criteria subject to evaluation, attention should be paid to the following: structure of the study programme, implementation of the study programme, admission to studies, verification of learning outcomes achievement by students, giving credit for individual semesters and years, and awarding diplomas, competence, experience, qualifications and the number of staff providing education, staff development, and in-service training, education infrastructure, cooperation with social and economic stakeholders on the development, conditions for and methods of improving the internationalisation of education provided as part of the degree programme, supporting learning, social, academic or professional development of students and their entry on the labour market, public access to information about the study programme and quality assurance policy. Concerning the assessment process and the individual assessment indicators, the participation of students in these processes is essential. The purpose of this paper is to analyse the rules of student participation in accreditation processes on the example of individual countries in Europe. The rules of students' participation in the work of accreditation committees and their influence on the final grade of the committee were analysed. Most of the higher education institutions follow similar rules for accreditation. The general model gives the individual institution freedom to organize its own quality assurance, as long as the system lives up to the criteria for quality and relevance laid down in the particular provisions. This point also applies to students. The regulations of the following countries were examined in the legal-comparative aspect: Poland (Polish Accreditation Committee), Denmark (The Danish Accreditation Institution), France (High Council for the Evaluation of Research and Higher Education), Germany (Agency for Quality Assurance through Accreditation of Study Programmes) and Italy (National Agency for the Evaluation of Universities and Research Institutes). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accreditation" title="accreditation">accreditation</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a>, <a href="https://publications.waset.org/abstracts/search?q=study%20programme" title=" study programme"> study programme</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20assurance%20in%20higher%20education" title=" quality assurance in higher education"> quality assurance in higher education</a> </p> <a href="https://publications.waset.org/abstracts/138063/student-participation-in-higher-education-quality-assurance-processes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138063.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">168</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16972</span> Articulations of Teacher Quality Discourse through Practice Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marlon%20B.%20Espedillon">Marlon B. Espedillon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This qualitative study examines practice teaching as an important component of teacher education and its entanglement with the teacher quality discourse. How the key actors -student teachers, supervising instructors, cooperating teachers, and school principals- construe teacher quality is essential in understanding how the student teachers articulate their voices and challenge the cultural myths in teacher education. The ethnographic method of research was used to provide an ecological picture of field experiences. Three cultural myths were uncovered based on the thematic analysis of the interview transcripts, observations, and documents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20quality" title="teacher quality">teacher quality</a>, <a href="https://publications.waset.org/abstracts/search?q=practice%20teaching" title=" practice teaching"> practice teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20teacher%20agency" title=" student teacher agency"> student teacher agency</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20myths" title=" cultural myths"> cultural myths</a> </p> <a href="https://publications.waset.org/abstracts/156671/articulations-of-teacher-quality-discourse-through-practice-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156671.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">98</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16971</span> The Implementation of Teaching and Learning Quality Assurance System at the Chaoyang University of Technology for Academic Year 2013-2015</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ting%20Hsiang%20Chang">Ting Hsiang Chang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays in Taiwan, higher education, which was previously more emphasized on teaching-oriented approaches, has gradually shifted to an approach more focusing on students learning outcomes. With student employment rate as an important indicator for University Program Evaluation periodically held by the Ministry of Education, it becomes extremely critical for a university to build up a teaching and learning quality assurance system to bridge the gap between learning and practice. Teaching and Learning Quality Assurance System has been built and implemented at Chaoyang University of Technology for years and has received substantial results. By employing various forms of evaluation and performance appraisals, the effectiveness of teaching and learning can consistently be tracked as a means of ensuring teaching and learning quality. This study aims to explore the evaluation system of teaching and learning quality assurance system at the Chaoyang University of Technology by means of content analysis. The study contents the evaluation reports on the teaching and learning quality assurance at the Chaoyang University of Technology in the Academic Year 2013-2015. The quantitative results of the assessment were analyzed using the five-point Likert Scale. Quality assurance Committee meetings were further held for examining and discussions on the results. To the end, the annual evaluation report is to be produced as references used to improve approaches in both teaching and learning. The findings indicate that there is a respective relationship between the overall teaching evaluation items and the teaching goals and core competencies. In addition, graduates’ feedbacks were also collected for further analysis to examine if the current educational planning is able to achieve the university’s teaching goal and cultivation of core competencies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=core%20competencies" title="core competencies">core competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning%20quality%20assurance%20system" title=" teaching and learning quality assurance system"> teaching and learning quality assurance system</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20goals" title=" teaching goals"> teaching goals</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20program%20evaluation" title=" university program evaluation"> university program evaluation</a> </p> <a href="https://publications.waset.org/abstracts/72831/the-implementation-of-teaching-and-learning-quality-assurance-system-at-the-chaoyang-university-of-technology-for-academic-year-2013-2015" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72831.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">290</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16970</span> Research on the Teaching Quality Evaluation of China’s Network Music Education APP</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Guangzhuang%20Yu">Guangzhuang Yu</a>, <a href="https://publications.waset.org/abstracts/search?q=Chun-Chu%20Liu"> Chun-Chu Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the advent of the Internet era in recent years, social music education has gradually shifted from the original entity education mode to the mode of entity plus network teaching. No matter for school music education, professional music education or social music education, the teaching quality is the most important evaluation index. Regarding the research on teaching quality evaluation, scholars at home and abroad have contributed a lot of research results on the basis of multiple methods and evaluation subjects. However, to our best knowledge the complete evaluation model for the virtual teaching interaction mode of the emerging network music education Application (APP) has not been established. This research firstly found out the basic dimensions that accord with the teaching quality required by the three parties, constructing the quality evaluation index system; and then, on the basis of expounding the connotation of each index, it determined the weight of each index by using method of fuzzy analytic hierarchy process, providing ideas and methods for scientific, objective and comprehensive evaluation of the teaching quality of network education APP. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=network%20music%20education%20APP" title="network music education APP">network music education APP</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20quality%0D%0Aevaluation" title=" teaching quality evaluation"> teaching quality evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=index%20and%20connotation" title=" index and connotation"> index and connotation</a> </p> <a href="https://publications.waset.org/abstracts/131891/research-on-the-teaching-quality-evaluation-of-chinas-network-music-education-app" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131891.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16969</span> Evaluation of the Effect of Auriculotherapy on Pain Control and Sleep Quality in Chronic Patients</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fagner%20Luiz%20P.%20Salles">Fagner Luiz P. Salles</a>, <a href="https://publications.waset.org/abstracts/search?q=Janaina%20C.%20Oliveira"> Janaina C. Oliveira</a>, <a href="https://publications.waset.org/abstracts/search?q=Ivair%20P.%20Cesar"> Ivair P. Cesar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Statement of the Problem: Auriculotherapy (AT) is a TCM technique, which uses seeds instead of needles, based physiologically on the mechanical stimulation of the cranial nerves. In the context of understanding the new concept of health of the WHO, the AT is an integrative approach for achieving Global Health Care so as to achieve the global health care concerns. This study aimed to evaluate the effect of auriculotherapy on pain and sleep quality in patients with chronic pain. Methodology and Theoretical Orientation: This study was performed between February and March 2017 at the Faculdade Estácio de Sá de Vitória, Brazil. The pain evaluation was through VAS in 4 periods: maximum, minimum, average and at the time of evaluation; the evaluation of sleep quality was used the Pittsburgh Sleep Quality Index. Socio-demographic data included: gender, age, use of medication and BMI. All data are presented as mean (standard deviation), Teste Mann-Whitney and T-student with P-values < 0.05 were regarded as significant. Findings: Participated in this study thirty-two individuals with age (M = 43.18, SD = 17.86), the time with pain in years (M = 3.67, SD = 3.68), 81.7% were female, 75% of the individuals used medication and BMI (M = 26.67; SD = 6.20). The pain presented improvement in the maximum level and the average of the pain and sleep quality before did not have statistically significant results. Conclusion and Significance: This study showed that TA is efficacy for reduction levels of pain. However, AT was not effective in improving sleep quality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=auriculotherapy" title="auriculotherapy">auriculotherapy</a>, <a href="https://publications.waset.org/abstracts/search?q=chronic%20pain" title=" chronic pain"> chronic pain</a>, <a href="https://publications.waset.org/abstracts/search?q=sleep%20quality" title=" sleep quality"> sleep quality</a>, <a href="https://publications.waset.org/abstracts/search?q=integrative%20approach" title=" integrative approach"> integrative approach</a> </p> <a href="https://publications.waset.org/abstracts/72509/evaluation-of-the-effect-of-auriculotherapy-on-pain-control-and-sleep-quality-in-chronic-patients" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72509.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">207</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16968</span> The Evaluation Model for the Quality of Software Based on Open Source Code</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Li%20Donghong">Li Donghong</a>, <a href="https://publications.waset.org/abstracts/search?q=Peng%20Fuyang"> Peng Fuyang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yang%20Guanghua"> Yang Guanghua</a>, <a href="https://publications.waset.org/abstracts/search?q=Su%20Xiaoyan"> Su Xiaoyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using open source code is a popular method of software development. How to evaluate the quality of software becomes more important. This paper introduces an evaluation model. The model evaluates the quality from four dimensions: technology, production, management, and development. Each dimension includes many indicators. The weight of indicator can be modified according to the purpose of evaluation. The paper also introduces a method of using the model. The evaluating result can provide good advice for evaluating or purchasing the software. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evaluation%20model" title="evaluation model">evaluation model</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20quality" title=" software quality"> software quality</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20source%20code" title=" open source code"> open source code</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation%20indicator" title=" evaluation indicator"> evaluation indicator</a> </p> <a href="https://publications.waset.org/abstracts/55793/the-evaluation-model-for-the-quality-of-software-based-on-open-source-code" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55793.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">389</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16967</span> Perception and Participation Quality Assurance in Higher Education: A Case Study of Phranakhon Rajabhat University, Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=O.%20Vanijajiva">O. Vanijajiva</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Oumaree"> K. Oumaree</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Ngampak"> N. Ngampak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to study the level of perception and participation of Phranakhon Rajabhat University staff and to study the relationship between the levels of perception and participation with the score of University evaluation of quality assurance in education. The respondents were composed of 479 staffs. The tool used in this research is perceived and participation questionnaire of quality assurance in education of Phranakhon Rajabhat University. The results found that the most staffs are female with undergraduate education. Most 2 respondents are revealing educational staffs without academic position. The fact of times to gain knowledge of quality assurance in education is 1-3 times. The perception of knowledge about quality assurance in education is moderate (3.74 ± 0.65) with most respondent are more focus on university activity than quality assurance in education activity. The participation of quality assurance in education activities involved in moderate (3.17 ± 0.88), with most respondents more involved in student affair than quality assurance in education motion. For assessment of the relationship of perception and participation of quality assurance in education are average score (4.31 ± 0.16) showed that the level of perception and participation was associated with university evaluation in very low level (r = -0.103 and -0.121, respectively), while perception and participation are correlated with the moderate level (r = 0.691). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quality%20assurance%20education" title="quality assurance education">quality assurance education</a>, <a href="https://publications.waset.org/abstracts/search?q=awareness" title=" awareness"> awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=participation" title=" participation"> participation</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=Thailand" title=" Thailand"> Thailand</a> </p> <a href="https://publications.waset.org/abstracts/44382/perception-and-participation-quality-assurance-in-higher-education-a-case-study-of-phranakhon-rajabhat-university-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44382.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">367</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16966</span> Indicators to Assess the Quality of Health Services</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muyatdinova%20Aigul">Muyatdinova Aigul</a>, <a href="https://publications.waset.org/abstracts/search?q=Aitkaliyeva%20Madina"> Aitkaliyeva Madina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article deals with the evaluation of the quality of medical services on the basis of quality indicators. For this purpose allocated initially the features of the medical services market. The Features of the market directly affect on the evaluation process that takes a multi-level and multi-stakeholder nature. Unlike ordinary goods market assessment of medical services does not only market. Such an assessment is complemented by continuous internal and external evaluation, including experts and accrediting bodies. In the article highlighted the composition of indicators for a comprehensive evaluation <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=health%20care%20market" title="health care market">health care market</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20health%20services" title=" quality of health services"> quality of health services</a>, <a href="https://publications.waset.org/abstracts/search?q=indicators%20of%20care%20quality" title=" indicators of care quality"> indicators of care quality</a> </p> <a href="https://publications.waset.org/abstracts/23257/indicators-to-assess-the-quality-of-health-services" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23257.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">437</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16965</span> Reflections on Ten Years of Preparing Graduate Students for the Professoriate at an American Research University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samuel%20Olugbenga%20King">Samuel Olugbenga King</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using a reflective analysis tool to provide both local and global perspectives, this study focuses on the longitudinal evaluation of the Graduate Student Development (GSD) initiative, the Preparing Future Faculty (PFF) program. The reflection process involves examining the past and present to identify challenges, and culminates in the creation of an action plan to address barriers to further growth and teaching development of graduate students, thus positively impacting student experience. The outcomes of the reflective critique of the PFF program indicate that lack of mentoring as well as inadequate feedback and funding are barriers that need to be addressed to positively impact the graduate student experience. Consequently, interventions, such as peer and student evaluations, and alumni surveys are highlighted as pragmatic modes of addressing the inadequate feedback and mentoring barriers. However, funding remains an ongoing challenge. This article is a contribution to the literature on the use of critical reflection approaches to investigate and evaluate specific programming that focuses on enhancing the graduate student experience and development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=graduate%20student%20experience" title="graduate student experience">graduate student experience</a>, <a href="https://publications.waset.org/abstracts/search?q=longitudinal%20reflection" title=" longitudinal reflection"> longitudinal reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20enhancement" title=" quality enhancement"> quality enhancement</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/51183/reflections-on-ten-years-of-preparing-graduate-students-for-the-professoriate-at-an-american-research-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51183.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">265</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16964</span> Development of Non-Intrusive Speech Evaluation Measure Using S-Transform and Light-Gbm</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tusar%20Kanti%20Dash">Tusar Kanti Dash</a>, <a href="https://publications.waset.org/abstracts/search?q=Ganapati%20Panda"> Ganapati Panda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The evaluation of speech quality and intelligence is critical to the overall effectiveness of the Speech Enhancement Algorithms. Several intrusive and non-intrusive measures are employed to calculate these parameters. Non-Intrusive Evaluation is most challenging as, very often, the reference clean speech data is not available. In this paper, a novel non-intrusive speech evaluation measure is proposed using audio features derived from the Stockwell transform. These features are used with the Light Gradient Boosting Machine for the effective prediction of speech quality and intelligibility. The proposed model is analyzed using noisy and reverberant speech from four databases, and the results are compared with the standard Intrusive Evaluation Measures. It is observed from the comparative analysis that the proposed model is performing better than the standard Non-Intrusive models. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=non-Intrusive%20speech%20evaluation" title="non-Intrusive speech evaluation">non-Intrusive speech evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=S-transform" title=" S-transform"> S-transform</a>, <a href="https://publications.waset.org/abstracts/search?q=light%20GBM" title=" light GBM"> light GBM</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20quality" title=" speech quality"> speech quality</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20intelligibility" title=" and intelligibility"> and intelligibility</a> </p> <a href="https://publications.waset.org/abstracts/139626/development-of-non-intrusive-speech-evaluation-measure-using-s-transform-and-light-gbm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139626.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">259</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16963</span> Initiative Programme to Reform Education in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Piyapat%20Chitpirom">Piyapat Chitpirom</a>, <a href="https://publications.waset.org/abstracts/search?q=Teerakiat%20Jareonsettasin"> Teerakiat Jareonsettasin</a>, <a href="https://publications.waset.org/abstracts/search?q=Chintida%20Vichitsophaphan"> Chintida Vichitsophaphan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Foundation of Virtuous Youth was established and supported by the Crown Property Bureau, with the intention to instill goodness in Thai youth. The Centre for Educational Psychology is one of the three units under the foundation. We aim to develop programmes that can be used to improve the quality of education in schools. Translation of the King’s message in keeping with the modern research from various sources, our team create 6 programmes: (1) Teacher-Student Relationship (2) Growth Mindset (3) Socratic Teaching (4) Peer Tutoring (5) Parental Involvement (6) Inclusion. After nine months of implementing the programmes in the schools, we found that there were more cooperation between student-student, teacher-student, teacher-parent, and student-parent and the school regained trust from the community. Our ideas were accepted well by the government as our director was promoted to be the Vice Minister of Education in order to implement our programmes into national education system. We consider that the key of our success is that we do practical things. We are still continuing, improving, and learning from our work with hope that the quality of Thai education will improve in near future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20reform" title="education reform">education reform</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20psychology" title=" educational psychology"> educational psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20teaching" title=" effective teaching"> effective teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-student%20relationship" title=" teacher-student relationship "> teacher-student relationship </a> </p> <a href="https://publications.waset.org/abstracts/18093/initiative-programme-to-reform-education-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18093.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">438</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16962</span> Antecedent Factors Affecting Evaluation of Quality of Students at Graduate School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Terada%20Pinyo">Terada Pinyo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is a survey research designed to evaluate the quality of graduate students and factors influencing their quality. The sample group consists of 240 students. The data are collected from stratified sampling and are analyzed and calculated by instant computer program. Statistics used are percentage, mean, standard deviation, Pearson correlation coefficient, Cramer’s V and logistic regression analysis. It is found that the graduate students’ opinions regarding their characteristics according to the Thai Qualifications Framework for Higher Education (TQF) are at high score range both overall and specific category. The top categories that received the top score are interpersonal skills and responsibility, ethics and morals, knowledge, cognitive skills, numerical analysis with communication and information technology skills, respectively. On the other hand, factors affecting the quality of graduate students are cognitive skills, numerical analysis with communication and information technology, knowledge, interpersonal skills and responsibility, ethics and morals, and career regarding sales/business, respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20quality%20evaluation" title="student quality evaluation">student quality evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20qualifications%20framework%20for%20higher%20education" title=" Thai qualifications framework for higher education"> Thai qualifications framework for higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20school" title=" graduate school"> graduate school</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20skills" title=" cognitive skills"> cognitive skills</a> </p> <a href="https://publications.waset.org/abstracts/10598/antecedent-factors-affecting-evaluation-of-quality-of-students-at-graduate-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10598.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">395</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16961</span> Evaluation of E-Government Service Quality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nguyen%20Manh%20Hien">Nguyen Manh Hien</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Service quality is the highest requirement from users, especially for the service in electronic government. During the past decades, it has become a major area of academic investigation. Considering this issue, there are many researches that evaluated the dimensions and e-service contexts. This study also identified the dimensions of service quality but focused on a new conceptual and provides a new methodological in developing measurement scales of e-service quality such as information quality, service quality and organization quality. Finally, the study will suggest a key factor to evaluate e-government service quality better. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dimensionality" title="dimensionality">dimensionality</a>, <a href="https://publications.waset.org/abstracts/search?q=e-government" title=" e-government"> e-government</a>, <a href="https://publications.waset.org/abstracts/search?q=e-service" title=" e-service"> e-service</a>, <a href="https://publications.waset.org/abstracts/search?q=e-service%20quality" title=" e-service quality"> e-service quality</a> </p> <a href="https://publications.waset.org/abstracts/2685/evaluation-of-e-government-service-quality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2685.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">541</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16960</span> The Triad Experience: Benefits and Drawbacks of the Paired Placement of Student Teachers in Physical Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Todd%20Pennington">Todd Pennington</a>, <a href="https://publications.waset.org/abstracts/search?q=Carol%20Wilkinson"> Carol Wilkinson</a>, <a href="https://publications.waset.org/abstracts/search?q=Keven%20Prusak"> Keven Prusak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Traditional models of student teaching practices typically involve the placement of a student teacher with an experienced mentor teacher. However, due to the ever-decreasing number of quality placements, an alternative triad approach is the paired placement of student teachers with one mentor teacher in a community of practice. This study examined the paired-placement of student teachers in physical education to determine the benefits and drawbacks after a 14-week student teaching experience. PETE students (N = 22) at a university in the United States were assigned to work in a triad with a student teaching partner and a mentor teacher, making up eleven triads for the semester. The one exception was a pair that worked for seven weeks at an elementary school and then for seven weeks at a junior high school, thus having two mentor teachers and participating in two triads. A total of 12 mentor teachers participated in the study. All student teachers and mentor teachers volunteered and agreed to participate. The student teaching experience was structured so that students engaged in: (a) individual teaching (one teaching the lesson with the other observing), (b) co-planning, and (c) peer coaching. All students and mentor teachers were interviewed at the conclusion of the experience. Using interview data, field notes, and email response data, the qualitative data was analyzed using the constant comparative method. The benefits of the paired placement experience emerged into three categories (a) quality feedback, (b) support, and (c) collaboration. The drawbacks emerged into four categories (a) unrealistic experience, (b) laziness in preparation, (c) lack of quality feedback, and (d) personality mismatch. Recommendations include: providing in-service training prior to student teaching to optimize the triad experience, ongoing seminars throughout the experience specifically designed for triads, and a hybrid model of paired placement for the first half of student teaching followed by solo student teaching for the second half of the experience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20of%20practice" title="community of practice">community of practice</a>, <a href="https://publications.waset.org/abstracts/search?q=paired%20placement" title=" paired placement"> paired placement</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education" title=" physical education"> physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20teaching" title=" student teaching"> student teaching</a> </p> <a href="https://publications.waset.org/abstracts/67402/the-triad-experience-benefits-and-drawbacks-of-the-paired-placement-of-student-teachers-in-physical-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67402.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">402</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16959</span> The Licence, Master, Doctorate in Algeria and Education Quality: Affect and Effect Outcomes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farouk%20A.%20N.%20Bouhadiba">Farouk A. N. Bouhadiba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work addresses the issue of the LMD(Licence, Master, Doctorat) in Algeria and the impact it has had on education quality in terms of educational affect and effect. It starts with a brief introduction to the financial means, the educational settings, and the social environment in place when the LMD was institutionalized in Algeria (2003-2004). Some factors for the success or failure of this top-down institutional endeavor are examined and analyzed. These include – among other factors - the teacher/student attitudes, apprehensions, and motivations on the one hand and the institutional euphoria for the LMD in Algeria on the other hand. Some issues at stake are discussed. More specifically, the professional versus the student affect on today’s attitudes, interests, and values is examined as a result of nearly two decades of LMD teaching and learning in Algerian universities. We shall then present some official curricula that, in terms of content, reflect the spirit, principles, and architectures of the LMD but which, in reality, are partially, if not fully, set aside when it comes to teaching practices, learning behaviors, motivation, and evaluation. The discussion on effect highlights attitudinal, developmental, and social markers that are indicative of the extent to which Education Quality in Algeria has been positively or negatively affected by the implementation of the LMD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=LMD%20bachelor%27s%20masters%20doctorat" title="LMD bachelor's masters doctorat">LMD bachelor's masters doctorat</a>, <a href="https://publications.waset.org/abstracts/search?q=affects%20and%20effects" title=" affects and effects"> affects and effects</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20quality" title=" education quality"> education quality</a>, <a href="https://publications.waset.org/abstracts/search?q=Algeria" title=" Algeria"> Algeria</a> </p> <a href="https://publications.waset.org/abstracts/189174/the-licence-master-doctorate-in-algeria-and-education-quality-affect-and-effect-outcomes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189174.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">29</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16958</span> Effects of a Student-Centered Approach to Assessment on Students' Attitudes towards 'Applied Statistics' Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anduela%20Lile">Anduela Lile</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this cross sectional study was to investigate the effectiveness of teaching and learning Statistics from a student centered perspective in higher education institutions. Statistics education has emphasized the application of tangible and interesting examples in order to motivate students learning about statistical concepts. Participants in this study were 112 bachelor students enrolled in the ‘Applied Statistics’ course in Sports University of Tirana. Experimental group students received a student-centered teaching approach; Control group students received an instructor-centered teaching approach. This study found student-centered approach student group had statistically significantly higher assessments scores (52.1 ± 18.9) at the end of the evaluation compared to instructor-centered approach student group (61.8 ± 16.4), (t (108) = 2.848, p = 0.005). Results concluded that student-centered perspective can improve student positive attitude to statistical methods and to motivate project work. Therefore, findings of this study may be very useful to the higher education institutions to establish their learning strategies especially for courses related to Statistics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student-centered" title="student-centered">student-centered</a>, <a href="https://publications.waset.org/abstracts/search?q=instructor-centered" title=" instructor-centered"> instructor-centered</a>, <a href="https://publications.waset.org/abstracts/search?q=course%20assessment" title=" course assessment"> course assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20outcomes" title=" learning outcomes"> learning outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=applied%20statistics" title=" applied statistics"> applied statistics</a> </p> <a href="https://publications.waset.org/abstracts/77365/effects-of-a-student-centered-approach-to-assessment-on-students-attitudes-towards-applied-statistics-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77365.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">280</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16957</span> An Investigation of Final Tests of Translation as Practiced in Iranian Undergraduate English Translation Program: The Instructors' Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hossein%20Heidari%20Tabrizi">Hossein Heidari Tabrizi</a>, <a href="https://publications.waset.org/abstracts/search?q=Azizeh%20Chalak"> Azizeh Chalak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study investigated in depth the way translation teachers design and develop final tests as measures for checking on the quality of students’ academic translation in Iranian context. To achieve this goal, thirty experienced male and female translation teachers from the four types of the universities offering the program were invited to an in-depth 30-minute one-session semi-structured interview. The responses provided showed how much discrepancy exists among the Iranian translation teachers (as developers of final translation tests), who are least informed with the current translation evaluation methods. It was also revealed that the criteria they use for developing such tests and scoring student translations are not theory-driven but are highly subjective, mainly based on their personal experience and intuition. Hence, the quality and accountability of such tests are under serious question. The results also confirmed that the dominant method commonly and currently practiced is the purely essay-type format. To remedy the situation, some suggestions are in order. As part of the solution, to improve the reliability and validity of such tests, the present summative, product-oriented evaluation should be accompanied with some formative, process-oriented methods of evaluation. Training the teachers and helping them get acquainted with modern principles of translation evaluation as well as the existing models, and rating scales does improve the quality of academic translation evaluation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iranian%20universities" title="Iranian universities">Iranian universities</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20academic%20translations" title=" students’ academic translations"> students’ academic translations</a>, <a href="https://publications.waset.org/abstracts/search?q=translation%20final%20tests" title=" translation final tests"> translation final tests</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20translation%20programs" title=" undergraduate translation programs"> undergraduate translation programs</a> </p> <a href="https://publications.waset.org/abstracts/34678/an-investigation-of-final-tests-of-translation-as-practiced-in-iranian-undergraduate-english-translation-program-the-instructors-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34678.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">549</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16956</span> Composite Components Manufacturing in SAE Formula Student, a Case Study of AGH Racing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hanna%20Faron">Hanna Faron</a>, <a href="https://publications.waset.org/abstracts/search?q=Wojciech%20Marcinkowski"> Wojciech Marcinkowski</a>, <a href="https://publications.waset.org/abstracts/search?q=Daniel%20Prusak"> Daniel Prusak</a>, <a href="https://publications.waset.org/abstracts/search?q=W%C5%82adys%C5%82aw%20Hamiga"> Władysław Hamiga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Interest in composite materials comes out of two basic premises: their supreme mechanical and strength properties,combined with a small specific weight. Origin and evolution of modern composite materials bonds with development of manufacturing of synthetic fibers, which have begun during Second World War. Main condition to achieve intended properties of composite materials is proper bonding of reinforcing layer with appropriate adhesive in manufacturing process. It is one of the fundamental quality evaluation criterion of fabrication processes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=SAE" title="SAE">SAE</a>, <a href="https://publications.waset.org/abstracts/search?q=formula%20student" title=" formula student"> formula student</a>, <a href="https://publications.waset.org/abstracts/search?q=composite%20materials" title=" composite materials"> composite materials</a>, <a href="https://publications.waset.org/abstracts/search?q=carbon%20fiber" title=" carbon fiber"> carbon fiber</a>, <a href="https://publications.waset.org/abstracts/search?q=Aramid%20fiber" title=" Aramid fiber"> Aramid fiber</a>, <a href="https://publications.waset.org/abstracts/search?q=hot%20wire%20cutter" title=" hot wire cutter"> hot wire cutter</a> </p> <a href="https://publications.waset.org/abstracts/32986/composite-components-manufacturing-in-sae-formula-student-a-case-study-of-agh-racing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32986.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">514</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16955</span> The Functions of the Student Voice and Student-Centred Teaching Practices in Classroom-Based Music Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sofia%20Douklia">Sofia Douklia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present context paper aims to present the important role of ‘student voice’ and the music teacher in the classroom, which contributes to more student-centered music education. The aim is to focus on the functions of the student voice through the music spectrum, which has been born in the music classroom, and the teacher’s methodologies and techniques used in the music classroom. The music curriculum, the principles of student-centered music education, and the role of students and teachers as music ambassadors have been considered the major music parameters of student voice. The student- voice is a worth-mentioning aspect of a student-centered education, and all teachers should consider and promote its existence in their classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%27s%20voice" title="student's voice">student's voice</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered%20education" title=" student-centered education"> student-centered education</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20ambassadors" title=" music ambassadors"> music ambassadors</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20teachers" title=" music teachers"> music teachers</a> </p> <a href="https://publications.waset.org/abstracts/155423/the-functions-of-the-student-voice-and-student-centred-teaching-practices-in-classroom-based-music-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155423.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">91</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16954</span> Evaluating 8D Reports Using Text-Mining</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Benjamin%20Kuester">Benjamin Kuester</a>, <a href="https://publications.waset.org/abstracts/search?q=Bjoern%20Eilert"> Bjoern Eilert</a>, <a href="https://publications.waset.org/abstracts/search?q=Malte%20Stonis"> Malte Stonis</a>, <a href="https://publications.waset.org/abstracts/search?q=Ludger%20Overmeyer"> Ludger Overmeyer </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Increasing quality requirements make reliable and effective quality management indispensable. This includes the complaint handling in which the 8D method is widely used. The 8D report as a written documentation of the 8D method is one of the key quality documents as it internally secures the quality standards and acts as a communication medium to the customer. In practice, however, the 8D report is mostly faulty and of poor quality. There is no quality control of 8D reports today. This paper describes the use of natural language processing for the automated evaluation of 8D reports. Based on semantic analysis and text-mining algorithms the presented system is able to uncover content and formal quality deficiencies and thus increases the quality of the complaint processing in the long term. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=8D%20report" title="8D report">8D report</a>, <a href="https://publications.waset.org/abstracts/search?q=complaint%20management" title=" complaint management"> complaint management</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation%20system" title=" evaluation system"> evaluation system</a>, <a href="https://publications.waset.org/abstracts/search?q=text-mining" title=" text-mining"> text-mining</a> </p> <a href="https://publications.waset.org/abstracts/75439/evaluating-8d-reports-using-text-mining" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75439.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">315</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16953</span> Evaluation: Developing An Appropriate Survey Instrument For E-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brenda%20Ravenscroft">Brenda Ravenscroft</a>, <a href="https://publications.waset.org/abstracts/search?q=Ulemu%20Luhanga"> Ulemu Luhanga</a>, <a href="https://publications.waset.org/abstracts/search?q=Bev%20King"> Bev King</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A comprehensive evaluation of online learning needs to include a blend of educational design, technology use, and online instructional practices that integrate technology appropriately for developing and delivering quality online courses. Research shows that classroom-based evaluation tools do not adequately capture the dynamic relationships between content, pedagogy, and technology in online courses. Furthermore, studies suggest that using classroom evaluations for online courses yields lower than normal scores for instructors, and may affect faculty negatively in terms of administrative decisions. In 2014, the Faculty of Arts and Science at Queen’s University responded to this evidence by seeking an alternative to the university-mandated evaluation tool, which is designed for classroom learning. The Faculty is deeply engaged in e-learning, offering large variety of online courses and programs in the sciences, social sciences, humanities and arts. This paper describes the process by which a new student survey instrument for online courses was developed and piloted, the methods used to analyze the data, and the ways in which the instrument was subsequently adapted based on the results. It concludes with a critical reflection on the challenges of evaluating e-learning. The Student Evaluation of Online Teaching Effectiveness (SEOTE), developed by Arthur W. Bangert in 2004 to assess constructivist-compatible online teaching practices, provided the starting point. Modifications were made in order to allow the instrument to serve the two functions required by the university: student survey results provide the instructor with feedback to enhance their teaching, and also provide the institution with evidence of teaching quality in personnel processes. Changes were therefore made to the SEOTE to distinguish more clearly between evaluation of the instructor’s teaching and evaluation of the course design, since, in the online environment, the instructor is not necessarily the course designer. After the first pilot phase, involving 35 courses, the results were analyzed using Stobart's validity framework as a guide. This process included statistical analyses of the data to test for reliability and validity, student and instructor focus groups to ascertain the tool’s usefulness in terms of the feedback it provided, and an assessment of the utility of the results by the Faculty’s e-learning unit responsible for supporting online course design. A set of recommendations led to further modifications to the survey instrument prior to a second pilot phase involving 19 courses. Following the second pilot, statistical analyses were repeated, and more focus groups were used, this time involving deans and other decision makers to determine the usefulness of the survey results in personnel processes. As a result of this inclusive process and robust analysis, the modified SEOTE instrument is currently being considered for adoption as the standard evaluation tool for all online courses at the university. Audience members at this presentation will be stimulated to consider factors that differentiate effective evaluation of online courses from classroom-based teaching. They will gain insight into strategies for introducing a new evaluation tool in a unionized institutional environment, and methodologies for evaluating the tool itself. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evaluation" title="evaluation">evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20courses" title=" online courses"> online courses</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20survey" title=" student survey"> student survey</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20effectiveness" title=" teaching effectiveness"> teaching effectiveness</a> </p> <a href="https://publications.waset.org/abstracts/30304/evaluation-developing-an-appropriate-survey-instrument-for-e-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30304.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">266</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16952</span> Performance-Based Quality Evaluation of Database Conceptual Schemas</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Janusz%20Getta">Janusz Getta</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhaoxi%20Pan"> Zhaoxi Pan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Performance-based quality evaluation of database conceptual schemas is an important aspect of database design process. It is evident that different conceptual schemas provide different logical schemas and performance of user applications strongly depends on logical and physical database structures. This work presents the entire process of performance-based quality evaluation of conceptual schemas. First, we show format. Then, the paper proposes a new specification of object algebra for representation of conceptual level database applications. Transformation of conceptual schemas and expression of object algebra into implementation schema and implementation in a particular database system allows for precise estimation of the processing costs of database applications and as a consequence for precise evaluation of performance-based quality of conceptual schemas. Then we describe an experiment as a proof of concept for the evaluation procedure presented in the paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conceptual%20schema" title="conceptual schema">conceptual schema</a>, <a href="https://publications.waset.org/abstracts/search?q=implementation%20schema" title=" implementation schema"> implementation schema</a>, <a href="https://publications.waset.org/abstracts/search?q=logical%20schema" title=" logical schema"> logical schema</a>, <a href="https://publications.waset.org/abstracts/search?q=object%20algebra" title=" object algebra"> object algebra</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20evaluation" title=" performance evaluation"> performance evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=query%20processing" title=" query processing"> query processing</a> </p> <a href="https://publications.waset.org/abstracts/71218/performance-based-quality-evaluation-of-database-conceptual-schemas" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71218.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">292</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=student%20quality%20evaluation&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=student%20quality%20evaluation&page=3">3</a></li> <li class="page-item"><a class="page-link" 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