Integral Criteria for Measuring the Quality of Teacher Evaluation
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Abstract
Purpose—To construct the knowledge evaluation quality integral criteria, which allows to ascertain whether the different teachers properly assess the students’ knowledge. The criteria has been tested setting up the educational experiment and examining the six mathematics lecturers’ assessments.
Design/methodology/approach—This research involved the Mykolas Romeris University students of Public Administration degree second year and Management of Organizations degree first year. The test questions for students were designed using the mathematical knowledge assessment information system, which allows for closed-ended mathematical test, to obtain statistical data about test takers, to perform quality analysis of the test; in the middle and the end of the semester.
Findings—The construction technique for the evaluation quality criteria of the students’ working results assessment, which were performed by six different lecturers, during practical trainings, seminars, laboratory and other sessions is proposed in this article.
Research limitations/implications—The constructed evaluation criteria is universal: it does not depend on the particular subject; it can be applied to several groups, courses or lecturers. It depends on three calculated indicators I, S, K, which show in two ways obtained estimates of the measured information compatibility of degrees, marks matching and correlation terms.
Practical implications—The integral criteria has been tested examining the six mathematics lecturers’ assessments.
Originality/Value—Constructing the criteria have been used the educational measurement models of authors of this article and other researchers, however its’ connection to general (integral) criteria, best of authors’ knowledge, is original and have not be researched before.
Design/methodology/approach—This research involved the Mykolas Romeris University students of Public Administration degree second year and Management of Organizations degree first year. The test questions for students were designed using the mathematical knowledge assessment information system, which allows for closed-ended mathematical test, to obtain statistical data about test takers, to perform quality analysis of the test; in the middle and the end of the semester.
Findings—The construction technique for the evaluation quality criteria of the students’ working results assessment, which were performed by six different lecturers, during practical trainings, seminars, laboratory and other sessions is proposed in this article.
Research limitations/implications—The constructed evaluation criteria is universal: it does not depend on the particular subject; it can be applied to several groups, courses or lecturers. It depends on three calculated indicators I, S, K, which show in two ways obtained estimates of the measured information compatibility of degrees, marks matching and correlation terms.
Practical implications—The integral criteria has been tested examining the six mathematics lecturers’ assessments.
Originality/Value—Constructing the criteria have been used the educational measurement models of authors of this article and other researchers, however its’ connection to general (integral) criteria, best of authors’ knowledge, is original and have not be researched before.
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