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1.
Richard Whitfield 《Pastoral Care in Education》2013,31(2):14-17
This paper describes the review and evaluation of the house/pastoral system at the Anglican Church Grammar School. The main findings were: an overwhelming acceptance of the house system; a high level of caring and commitment; and a desire to offer new challenges and support to permeate the whole educational process. There was also an almost total disregard for and antagonism towards the tutorial system. Based on interviews with staff, a representative staff working party agreed the changes that needed to be undertaken and improvements were made. The approach to the evaluation is an example of collaboration. 相似文献
2.
Peter Goff Gerry Gregory Norman Wool 《Assessment & Evaluation in Higher Education》1992,17(3):183-194
This paper explores the contexts, origins, nature and evaluation of a modular “Quality in FE” staff development programme, collaboratively designed by two LEA evaluation teams and a university department of education and “delivered” by the latter. Emphasis is placed on the accreditation/progression features of the programme; and its evaluation is reported. An embryonic “in‐house consultancy” model is identified and its aptness to the current conjuncture, especially following the 1991 FE White Papers, is suggested. 相似文献
3.
Adon C.M. Moskal Sarah J. Stein Clinton Golding 《Assessment & Evaluation in Higher Education》2016,41(2):286-300
We know various factors can influence how teaching staff engage with student evaluation, such as institutional policies or staff beliefs. However, little research has investigated the influence of the technical processes of an evaluation system. In this article, we present a case study of the effects of changing the technical system for administering student evaluations at one New Zealand university. We develop a socio-technical model of the institutional evaluation system, and use this model to examine whether introducing an online system for ordering student feedback questionnaires and reducing processing time influenced academic staff engagement with evaluation. Survey responses, interview comments and data about ordering trends suggest the change did increase staff engagement by: (1) improving staff perceptions of evaluation and (2) increasing engaged behaviour, such as voluntarily ordering more evaluations. The outcomes of this study imply that the ‘practical implementation’ of an evaluation system is an important factor in influencing engagement with evaluation. We conclude that we can increase teacher engagement with evaluation simply by improving the ‘practical implementation’ of the evaluation system. 相似文献
4.
A social problem that low-income people are unable to purchase houses in urban areas has been focused in recent years and the housing security system has also become an important part of the social security system. In recent years, public rental houses appeared as a new type of affordable houses. The national government took the construction of public rental houses to the national strategic level. Currently, there are many problems in the public rental house construction. For example, policy mechanisms are inadequate, the use of funding is not in an efficient way, the location of public rental houses is far away from the downtown, the plot ratio is too high, and facilities are incomplete. There are no appropriate indicators to comprehensively evaluate the public rental house construction. Based on the livable evaluation system in Chongqing, we selected four aspects of relevant indicators as the economic suitability, environmental suitability, social suitability, and life suitability to establish the public rental house construction suitability evaluation system. 相似文献
5.
实验技术人员绩效考核是关系到高校实验建设、发展和改革的重要环节,通过分析传统的"德、能、勤、绩"考核体系,提出了其存在的主要问题。针对高校实验技术人员的三种类型,结合目前高校在科研团队和社会服务方面的加强,提出了一种"三类四效益"的考核体系,旨在探索出能有效调动广大实验系列人员的工作积极性、主动性和创造性的绩效考核方案。 相似文献
6.
Pamela D. Tucker 《Journal of Personnel Evaluation in Education》1997,11(2):103-126
The major purpose of this study was to assess the presence of evaluation system components that assist principals in responding to incompetent teachers. According to Virginia principals, 5 per cent of the teachers in their schools were incompetent; however, only 2.65 per cent were documented formally as being incompetent. The typical principal with a staff of 100 teachers identifies 1.53 incompetent tenured teachers per year and remediates 0.68 teacher, encourages 0.37 teacher to resign or retire, reassigns 0.29 teacher, and recommends dismissal for 0.10 teacher. The four evaluation system components of remedial procedures, evaluation criteria, evaluator training, and organizational commitment were found to predict 69 per cent of the variance in the principals' effectiveness rating of their evaluation systems, but none of the evaluation system components were found to predict administrative responsiveness to incompetence. Such findings suggest that principals and school systems are avoiding a serious problem that undermines the education of millions of children, staff morale, and the publics perception of education. 相似文献
7.
Christina E. Amsterdam Robert L. Johnson Diane M. Monrad Sandra L. Tonnsen 《Journal of Personnel Evaluation in Education》2003,17(3):221-242
This article provides a case history of collaboration between the South Carolina Educational Policy Center (SCEPC) at the University of South Carolina (USC), the South Carolina Department of Education (SDE), and stakeholder committees in developing a principal evaluation system for South Carolina. This case, study is based on the authors’ experiences in the process and their review of program documents. The project staff used the Personnel Evaluation Standards and the Standards for Educational and Psychological Testing to guide the review of the standards. They also worked with qualified job experts to develop performance standards, evaluation criteria, and instrumentation. The documented activities serve as evidence that validity issues were appropriately addressed. The project staff and stakeholder committees conducted an internal review and a field review of the proposed standards and criteria, as well as a pilot study of the proposed instrumentation. Stakeholder feedback served as an additional source of validity evidence. Although this case study focused on development of an evaluation system in one state, the information presented may be helpful to other states or districts that are planning to develop similar systems. 相似文献
8.
工作过程系统化高职教材评价指标体系构建应坚持几项高职教育原则;指标体系设计了编写队伍、内容质量、出版质量、特色与创新、使用者评价等5项一级指标和16项二级指标;评价指标设置有创新,评价标准符合高职教学特点,教材评价主体的人员结构要求符合高职特色。 相似文献
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10.
AbstractWhile there is a growing body of research on sessional staff experiences, there are few published accounts evaluating their professional development. This paper reflects on an evaluation of a university-wide professional development program for tutors at an Australian university. A combination of complementary approaches were used to inform the development of the evaluation, namely: Participatory Action Research, monitoring, evaluation, research and improvement, and Participatory Evaluation. Findings of the evaluation reveal valuable lessons for the academic development of sessional teaching staff. 相似文献
11.
A. Duby 《Learning, Media and Technology》1988,14(1):43-51
This article examines the incorporation of formative evaluation in the early stages of ETV programme development, and argues that Self‐Formative Evaluation, an evaluation system conducted by the developers of an ETV programme and in‐house evaluators, should be conducted. A list of criteria that can be used in this evaluation process is given 相似文献
12.
高校房产管理改革刍议 总被引：1，自引：0，他引：1
景冰 《陕西广播电视大学学报》2005,7(1):33-35
本文结合作者实际工作的体会，较为系统地论述了高校房产管理改革中的几个重要问题，着重探讨了高校房产管理的基本内涵与目的意义，高校房产管理体制与运行机制的改革，高校非经营性公用房地产与经营性房地产管理的改革，高校教工住房的产权私有化与学生宿舍社会化的改革以及高校房产物业管理的改革等方面的问题。 相似文献
13.
职业发展与就业指导课是高校对学生开展就业指导的主阵地,就业指导师资队伍的专业化程度直接影响到就业指导课的质量.就业指导课作为新兴的课程,要健康发展,就必须有一支资历结构合理、学历结构合理的专业化教师队伍,但现有的就业指导教师队伍存在着专业理论有待提高、专业实践少、培养与培训的力度不够、社会角色认同感低和教学评价低等问题,严重制约了就业指导课的教学质量.因此,学校在就业指导教师队伍建设上应承担起主要责任,从统筹规划就业指导师资队伍建设、加大培养与培训力度、完善教学评估体系、建立有效的激励机制和建设专兼结合的教师队伍等途径提升就业指导教师队伍专业化水平. 相似文献
14.
职工以标准价从单位手中购得的福利房 ,其享有的“部分产权”在民法理论中如何找准位置 ?与其相关的利益冲突问题应如何看待和解决 ?本文试图对此作初步探讨 ,并拟围绕一些现实的问题展开讨论 相似文献
15.
赖水随 《教学研究(河北)》2008,31(4):308-311
探讨了英国教育督导沿革历史,英国的教育督导与评估,督导人员选聘和培训,英国教育督导制度的特点,从中总结出对我国道德教育具有重要借鉴意义的几点启示：加强教育督导法制建设;高度重视教育督导人员素质,重视对督学的培训工作;设立专门的教育督导机构,加强教育督导机构建设;扩大教育督导与评估的主体,使其由单一走向多元等。 相似文献
16.
XX高校教学科研人员绩效考评案例研究 总被引：1，自引：0，他引：1
文章在对我国XX高校现有绩效考评现状进行调查分析的基础上,依据我国教学科研人员绩效考评指标体系,从能力素质、工作环境、工作过程、工作业绩等四个方面对该校教学科研人员进行360度全方位考评和数据分析。分析结果显示,该指标体系适合XX高校教学科研人员的绩效考评,其考评结果对该校教学科研人员的专业发展和绩效激励具有促进作用;与此同时,我们也发现XX高校在教学科研绩效管理等方面存在一些问题。另外,该指标体系的某些指标设置不合理、一些关键指标体现不明显以及某些指标标度描述不清晰,容易造成一些误解。总之,通过绩效考评的应用,改变了XX高校原来的"德、能、勤、绩"评价模式,提高了XX高校的人力资源管理水平。 相似文献
17.
Thomas N. Fairchild 《Assessment & Evaluation in Higher Education》1981,6(3):218-229
This article describes the development and utility of a time analysis system for higher education faculty members interested in self‐evaluation. Although many higher education institutions employ various student, peer, and administrative evaluations, an analysis of the types of services performed by faculty staff and the amounts of time allotted to these services can provide very useful information to a faculty person interested in self‐evaluation. A model is described herein and an example is provided. 相似文献
18.
Jodi Clyde-Smith 《Journal of Higher Education Policy & Management》2014,36(3):327-337
Enterprise risk management strategies were used to develop a regulatory and operational framework for a new multi-partner Research Institute that will house up to 900 staff from four different institutions in Queensland, Australia. The Institute will operate in a business environment while functioning as a research resource for the higher education sector. Enterprise risk management strategies were used to develop a regulatory and operational framework to support the Institute in achieving its vision, maximising opportunities, minimising risk and providing an environment conducive to research collaboration. 相似文献
19.
Calvin Smith 《Assessment & Evaluation in Higher Education》2008,33(5):517-533
This paper describes the development of a model for integrating student evaluation of teaching results with academic development opportunities, in new ways that take into account theoretical and practical developments in both fields. The model is described in terms of five phases or components: (1) the basic student evaluation system; (2) an interpretive guidance system that helps lecturers understand and interpret their results; (3) a longitudinal reporting system that initiates opportunities for staff to engage in personal and professional development in the context of a learning community; (4) a structured professional development programme that builds a faculty learning community, in which the members utilise extended cycles of evaluation based on (5) a comprehensive evaluation model designed to develop and encourage the collection of evaluation data from a variety of sources concerning the quality and impact of teaching: the teacher; student learning outcomes; student experience; and the teacher’s peers. 相似文献
20.
As staff developmental initiatives become increasingly common in educational institutions, the evaluation of such programmes may need careful consideration. This paper describes a staff developmental initiative in which a one-on-one mentoring service was offered as part of a funded staff development project entitled 'Effective English Communication for Teaching and Research' (EECTR). EECTR provides language support to all academic staff in a Hong Kong university. The mentoring sessions typically require a discussion of the nature of academic writing. For evaluation purposes, feedback was collected through various questionnaires which indicated that the EECTR mentoring had been a fairly successful programme. However, these traditional measures could not tell the stakeholders the impact of the mentoring process on individual clients. Thus two additional measures were taken. First, three in-depth case studies were undertaken to ascertain how individuals saw the impact of mentoring. Additionally, interviews with clients were also conducted over a two-year period. With support from the data, this paper demonstrates how multiple measures of evaluation provided an opportunity to see the dynamic interaction between general perceptions of impact and individual learning within a programme. 相似文献