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Resumo O objetivo do estudo é analisar os usos dos resultados das avaliações de larga escala na formulação de políticas públicas educacionais no Brasil, com base no Sistema de Avaliação da Educação Básica (Saeb). A pesquisa foi desenvolvida em três etapas: pesquisa documental; aplicação de um questionário sobre o uso dos resultados; e entrevistas com representantes estaduais, aprofundando as informações coletadas na etapa anterior. Apresenta-se, como resultado uma matriz classificatória na qual as políticas educacionais identificadas estão relacionadas, principalmente, ao uso dos dados como instrumento de gestão, à formação de professores, à disseminação de informações sobre o sistema educacional, à produção de materiais pedagógicos, a critérios de distribuição de recursos e a políticas de incentivo salarial. Conclui-se que os resultados gerados estão sendo, de fato, utilizados na formulação de políticas educacionais. Contudo, é necessário ampliar o uso das informações disponibilizadas para além do desempenho dos alunos nos testes cognitivos. Abstract The purpose of the study is to analyze the uses of the results of large scale evaluations in the formulation of public educational policies in Brazil, based on the Basic Education Assessment System (Saeb). The research was developed in three stages: documentary research; application of a questionnaire on the use of results; and interviews with state representatives, deepening the information collected in the previous stage. As a result, a classification matrix in which the educational policies identified are related mainly: to the use of data as a management tool; to the training of teachers; to the dissemination of information about the educational system; and to the production of pedagogical materials based on the distribution of resources and on salary incentive policies. It is concluded that the results generated are actually being used in the formulation of educational policies; however, it is necessary to increase the use of the information available in addition to the performance of the students in the cognitive tests. Resumen El propósito del estudio es analizar los usos de los resultados de las evaluaciones a gran escala en la formulación de políticas públicas educativas en Brasil, basadas en el Sistema de Evaluación de la Educación Básica (Saeb). La investigación se desarrolló en tres etapas: investigación documental; aplicación de un cuestionario sobre el uso de los resultados; y entrevistas con representantes estatales, profundizando la información recolectada en la etapa anterior. El resultado es una matriz clasificatoria en la que las políticas educativas identificadas se relacionan, principalmente, con el uso de datos como herramienta de gestión, con la formación de docentes, con la difusión de información sobre el sistema educativo, con la producción de materiales pedagógicos, a discreción distribución de recursos y políticas de incentivos salariales. Se concluye que los resultados generados, de hecho, están siendo utilizados en la formulación de políticas educativas. Sin embargo, es necesario ampliar el uso de la información disponible además del desempeño de los estudiantes en las pruebas cognitivas.

Resumo Esse trabalho busca conhecer como a avaliação educacional vem sendo retratada nas produções científicas brasileiras. Por meio da análise bibliométrica e de redes, registramos, ao longo de 19 anos (1998-2017), 49 revistas, 174 artigos, 440 autores, 290 palavras-chave e 4.283 referências. Desses dados, notamos que a maioria dos debates se caracteriza pelo enfoque no nível superior, pela autoria filiada a instituições públicas, assim como por tecer abordagens mais centradas nas validações de testes do que na qualidade da Educação. Dos resultados, destacam-se a USP como a instituição com maior número de publicações; o periódico “Ensaio: Avaliação e Políticas Públicas em Educação”, por concentrar o maior número de publicações na área de Educação e o autor Wagner Andriola, da UFC, como o pesquisador mais referenciado. Essas e outras decorrências da pesquisa apontam para a necessidade de intensificarmos estudos no campo da avaliação da Educação, a fim de melhor conhecermos nossas fragilidades para, então, propormos correção de rotas e redefinirmos metas. Abstract This work seeks to understand how the educational assessment has been portrayed in the Brazilian scientific productions. Through bibliometric and network analysis, we register, over 19 years, 49 journals, 174 articles, 440 authors, 290 keywords and 4.283 references. From these data, we realized that most debates are characterized by the focus on higher education, by the authorship affiliated to public institutions, as well as by weaving approaches more focused on the validation of tests than on the quality of education. The results conclude that USP stands out as the institution with the largest number of publications, that the journal “Ensaio: Avaliação e Políticas Públicas em Educação” concentrates the largest number of publications in the area of Education and that the author Wagner Andriola from UFC is the most referenced researcher. These and other results of the research indicate the need to intensify studies in the field of Education assessment in order to better understand our weaknesses and then propose to correct routes and redefine goals. Resumen Este trabajo busca comprender cómo se ha retratado la evaluación educativa en las producciones científicas brasileñas. Mediante análisis bibliométrico y de redes, registramos más de 19 años (1998-2017), 49 revistas, 174 artículos, 440 autores, 290 palabras clave y 4.283 referencias. A partir de estos datos, notamos que la mayoría de los debates se caracterizan por un enfoque en la educación superior, por la autoría afiliada a instituciones públicas, así como por tejer enfoques que están más centrados en la validación de pruebas que en la calidad de la Educación. De los resultados, USP se destaca como la institución con el mayor número de publicaciones; la revista “Ensayo: Evaluación y Políticas Públicas en Educación” por concentrar el mayor número de publicaciones en el área de Educación y el autor Wagner Andriola, de UFC, como el investigador más referenciado. Estos y otros resultados de la investigación apuntan a la necesidad de intensificar los estudios en el campo de la evaluación de la Educación, con el fin de comprender mejor nuestras debilidades, de modo que podamos proponer correcciones de rutas y redefinir metas.

Este estudio surge de la necesidad de visibilizar los proyectos autonómicos diseñados para la integración de las TIC en los centros educativos españoles. Con el fin de sintetizar y comparar los proyectos de integración de las TIC que han diseñado las distintas comunidades autónomas españolas a lo largo de la historia, se plantea un estudio basado en la metodología propia de la educación comparada cuyo objetivo es caracterizarlos, identificando similitudes y divergencias. Una búsqueda exhaustiva de información a través de los boletines y diarios oficiales de cada comunidad evidencia la existencia de 75 proyectos en las 17 comunidades, que se analizan en profundidad. Los resultados muestran las características más relevantes de estos proyectos centrándose en: nombre, fechas de comienzo y fin, nivel educativo al que va destinado, y, líneas de actuación. Así, se obtiene una visión global de la evolución de estas políticas, que evidencia la gran variedad de iniciativas autonómicas. Como aspectos en común se identifican los niveles educativos a los que van dirigidos y ciertas tendencias en la evolución de las líneas de actuación. Cabe destacar entre las diferencias halladas las variaciones en número, temporalidad y prioridad en las líneas de actuación. En definitiva, resulta difícil establecer un marco común nacional útil para la evaluación de políticas autonómicas TIC. La pluralidad de propuestas se ensalza como una base enriquecedora de perspectivas y experiencias que sirvan para la mejora. This study arises from the need to make visible the regional projects designed for ICT integration in Spanish educational centres. In order to synthesise the ICT projects designed by the different Spanish Autonomous Communities throughout history, a study based on the methodology of comparative education is proposed with the aim of characterising them, identifying similarities and divergences. An exhaustive search for information in the official bulletins of each community reveals the existence of 75 projects in the 17 communities, which are analysed in depth. The results show the most relevant characteristics of these projects, focusing on name, start and end dates, educational level targeted, and lines of action. Thus, a global vision of the evolution of these policies is obtained, showing the variety of regional initiatives. As aspects in common, the educational levels at which they are aimed and certain trends in the evolution of the lines of action are identified. Among the differences found, it is worth highlighting the variations in number, temporality, and priority in the lines of action. In short, it is difficult to establish a useful common national framework for the evaluation of regional ICT policies. The plurality of proposals is praised as an enriching basis for perspectives and experiences that can be used for improvement

A symposium poster that accompanies the capstone paper Not Just Data: Why Data Equity Matters in Education Program Evaluation by Laura Hinton.

Resumo Este artigo apresenta uma sistematização e análise do debate acadêmico acerca de avaliações em larga escala no Brasil, sob a forma de um continuum argumentativo. O objetivo é sintetizar o embate discursivo no campo da avaliação da escola básica em zonas argumentativas – apoio incondicional, apoio crítico, recusa propositiva e recusa categórica – que são gradações de um continuum com diferentes graus de apoio e recusa às avaliações em larga escala. Da perspectiva deste trabalho, o embate ideológico entre dois discursos-fonte (ou discursos-geradores) – o discurso economicista e o discurso crítico – gerou ao longo do tempo esses quatro posicionamentos político-educacionais. Metodologicamente, a apreciação dos discursos gravitantes da temática orientou-se pela noção de polifonia (BAKHTIN, 2005; MAINGUENEAU, 2002), ou seja, pelo esforço de abordar, de forma simultânea e equipolente, diferentes vozes que se pronunciaram em relação à controvérsia em tela – um recorte de um conjunto mais amplo de discursos acadêmicos que circulam no país. Ao evidenciar que o debate a respeito da avaliação externa da escola básica no país não se resume à simples polarização entre proponentes e opositores, acredita-se que tal continuum argumentativo – construído com base em produções de autores nacionais – constitui uma síntese (possível) da controvérsia acerca de avaliações em larga escala no Brasil, mimetizando em abstrata miniatura uma realidade heterogênea e complexa de lutas discursivas concretas. Abstract This article presents a systematization and analysis of the academic debate concerning large-scale assessments in Brazil, under an argumentative continuum. The goal is to synthesize the discursive conflict within the field of assessment in elementary school in argumentative zones – unconditional support, critical support, propositive denial and categorical denial – which are the gradations of a continuum with different degrees of support and denial of large-scale assessments. From the perspective of this research, the ideological conflict between two source-discourses (or generator discourses) – economic discourse and critical discourse – have generated four political-educational placements throughout time. Methodologically, the analysis of discourses influenced by the theme was based on the notion of polyphony (BAKHTIN, 2005; MAINGUENEAU, 2002), that is, by the effort to approach simultaneously and equipollent different voices that have stated in relation to the controversy being discussed – an excerpt of a broader academic discourse circulates in the country. By showing that the debate concerning external evaluation in elementary school in the country is not strict to the mere polarization between proponents and opponents, it is believed that such argumentative continuum – built on the bases of production of national authors – constitutes (possible) syntheses to the controversy about large scale assessments in Brazil, forming an abstract miniature of a complex and heterogeneous reality of concrete discursive struggles.

One source of learning in universities is a digital library. In the era of industry 4.0, most universities have implemented digital libraries in supporting the learning process. However, the reality shows that digital library management is still ineffective. Therefore, the implementation of digital libraries needs to be evaluated for determining the digital library effectiveness used as learning resources in supporting the learning process in universities. Many evaluation tools are used to evaluate the effectiveness of digital libraries but have not provided accurate recommendation results to support decision-making. This research presents an innovation in the form of an evaluation tool that can be used to evaluate the digital library effectiveness in universities. That evaluation tool is called the Alkin - WP -based digital library evaluation software. This software is a desktop platform that contains aspects of measuring the digital library effectiveness by referring to the components of the Alkin evaluation model and the WP ( Weighted Product ) method. This research aimed to show the effectiveness level of the utilization of Alkin - WP -based digital library evaluation software. This research method was R & D (Research & Development) which refers to the ten development stages of the Borg and Gall model. In this research, development was focused only on a few stages, included: usage trials, final product revision, dissemination, and implementation. The subjects involved in assessing the implementation/utilization of the Alkin-WP -based digital library evaluation software were 35 people, in the usage trials were six people, in product revision were three people, and at the stage of dissemination were 15 people. The tools used to collect data were questionnaires and interview guidelines. The data analysis technique used was descriptive quantitative. The effectiveness level of utilizing the Alkin-WP -based digital library evaluation software was 88.34%. It showed that the evaluation software had effective. The impact of this research results on the scientific field of educational evaluation is being able to show the existence of a new evaluation tool based on educational evaluation and artificial intelligence. That evaluation tool can easier for library heads to make policies for revamping digital library services based on accurate recommendations. Doi: 10.28991/esj-2021-01308 Full Text: PDF

Resumen Este ensayo plantea la discusión sobre la igualdad y la equidad de género en el sistema educativo de secundaria en Costa Rica. Ofrece una propuesta de criterios evaluativos por aplicar con respecto de las acciones de la Política de Equidad e Igualdad de Género promulgada en el Ministerio de Educación Pública. Se realiza una aproximación al contexto social y educativo para plantear el siguiente cuestionamiento general: ¿De qué manera puede contribuir la evaluación social de procesos educativos a develar, en los espacios, las normas y los discursos situados en la convivencia educativa, el binomio igualdad-desigualdad, así como la naturalización e invisibilización de condiciones desiguales desde el género? Desde la disciplina evaluativa, el ejercicio de reflexión se ampara en la perspectiva de evaluación pluralista, que resulta especialmente sensible a las desigualdades, discriminaciones, estereotipos y expresiones violentas relacionados con la condición de género. Este documento ofrece un diseño evaluativo que se elabora luego de la investigación documental y realiza una desagregación metodológica con preguntas, dimensiones, variables e indicadores de carácter evaluativo. Las conclusiones señalan que la evaluación puede y debe contribuir a potenciar ambientes de sana convivencia, libres de discriminación y violencias de género; además, destaca que la temática general de equidad e igualdad en el sistema educativo es responsabilidad de muchas personas y quedan todavía retos por enfrentar cotidianamente, pues todas las personas nos involucramos de distinta forma a los cambios que se requieren para eliminar la discriminación y la violencia por condición de género. Abstract This essay raises the discussion on gender equality and equity in the highschool education system in Costa Rica. It offers a proposal of evaluative criteria to be applied to the actions of the Gender Equity and Equality Public Policy promulgated by the Ministry of Public Education. Through an approach to the social and educational context a general question is posed: In what way can the social evaluation of educational processes contribute to unveiling, in the spaces, the norms and the discourses located in the educational coexistence, the equality- inequality, as well as the naturalization and invisibility of unequal conditions from gender? From the evaluative discipline, the reflection exercise is underpinned by the pluralistic evaluation perspective, which is especially sensitive to inequalities, discrimination, stereotypes and violent expressions related to gender. This document offers an evaluative design that is based upon documentary research and performs a methodological disaggregation with questions, dimensions, variables and indicators of an evaluative nature. The conclusions indicate that the evaluation can and should contribute to promoting environments of healthy coexistence, free of discrimination and gender violence. In addition, it highlights that the general issue of equity and equality in the educational system is the responsibility of many actors and there are still challenges to face on a daily basis, since all of us must be involved in one way or another in the transformations that are required to eradicate gender violence

Modular approach in education provides the advantages of student self-pacing, autonomy, and receiving frequent feedback from the instructor. In 2021, the project; CMODE-Up (an Upscaling of the earlier undertaken project Challenge-based Modular On-demand Digital Education) provided evidence-based design principles and an accompanying teacher guide for modular courses in engineering education. A next step towards actually implementing the design framework, is piloting it. In this pilot, we will ask teachers from our university to work with the framework to redesign their course into one or more challenge-based modules. We started off with a short workshop to get teachers motivated to work with us. Teachers were recruited based on willingness and experience with modular courses. During the workshop, the teachers engaged in course design exercises using the design framework. Transcibed audiotapes of the workshop discussions constituted the data for this study. To further improve the framework, the results from the workshop data were combined with results of a descriptive literature review. Relevant articles and conference preceedings were located that can shed light on issues such as design of a course with elective modules. Results collectively will lead to an adapted version of the design framework.

Resumen Propósito. En este artículo se analiza la evaluación educativa como un campo de conocimiento teórico-práctico para la formación democrática y transformadora del estudiantado. Discusión. La discusión sobre la evaluación educativa se focaliza en la crítica a los enfoques positivistas-tecnológicos que limitan la complejidad valorativa de los procesos de aprendizaje. Asimismo, se han relevado enfoques de evaluación para los aprendizajes como una forma de cuestionar y reinterpretar la teoría y práctica evaluativa positivista. Sin embargo, el debate ha marginado el rol de la evaluación en su dimensión ética-política para la construcción de sujetos democráticos. El argumento central sostiene que una evaluación transformadora y con un enfoque sociocultural-democrático posibilita la formación de sujetos participativos, comprometidos y reflexivos. Conclusiones. Se concluye con la importancia de resignificar la evaluación como una práctica no solo preocupada por la valoración de los aprendizajes, sino que también orientada a la formación de aspectos valóricos, actitudinales, éticos y democráticos, con la finalidad de contribuir a la construcción de un estudiantado consciente de sí mismo, de las otras personas y de su rol en la sociedad. Abstract Purpose. In this article, educational evaluation is analyzed as a theoretical-practical field of knowledge for the democratic and transformative formation of students. Discussion. The discussion on educational evaluation focuses on criticism of positivist-technological approaches limited to the value complexity of learning processes. Likewise, they have relieved evaluation approaches for learning as a way to question and reinterpret positivist evaluative theory and practice. However, the debate has marginalized the role of evaluation in its ethical-political dimension for the construction of democratic subjects. The central argument argues that a transformative evaluation with a sociocultural and democratic approach enables the formation of participatory, committed, and reflective subjects. Conclusions. It concludes with the importance of re-signifying the evaluation as a practice not only concerned with the valuation of learning but also oriented to the formation of aspects in terms of values and attitudinal, ethical, and democratic aspects, in order to contribute to the construction of students aware of themselves, of others, and their role in society. Resumo Finalidade. Neste artigo, a avaliação educacional é analisada como um campo de conhecimento teórico-prático para a formação democrática e transformadora dos estudantes. Discussão. A discussão sobre avaliação educacional concentra-se na crítica de abordagens positivistas-tecnológicas limitadas à complexidade do valor dos processos de aprendizagem. Da mesma forma, foi revelado abordagens de avaliação da aprendizagem como uma maneira de questionar e reinterpretar a teoria e a prática avaliativas positivistas. No entanto, o debate marginalizou o papel da avaliação em sua dimensão ético-política para a construção de sujeitos democráticos. O argumento central afirma que uma avaliação transformadora e com uma abordagem sociocultural-democrática permite a formação de sujeitos participativos, comprometidos e reflexivos. Conclusões. É afirmada a importância de ressignificar a avaliação como prática, não apenas preocupada com o valor da aprendizagem, mas também orientada para a formação de valores, atitudes éticas e democráticas, a fim de contribuir para a construção de estudantes consciente de si mesmo, das demais pessoas e de seu papel na sociedade.

Introduction The COVID-19 pandemic resulted in substantial global disruptions, with many universities restructuring their examinations to open-book assessments. In this format, learners are allowed to use revision notes, textbooks and other permitted material during their examination. Traditionally, dentistry is assessed using closed-book examinations where the use of such materials is prohibited. Learners will have limited or no prior experience of open-book examinations in dentistry, hence this educational evaluation aimed to explore their experiences and assess suitability for continuity of this examination. Methods A retrospective anonymous survey was conducted on all undergraduate dentistry and oral health sciences learners on completion of their examination and once they received their results. The questionnaire was designed to contain both qualitative and quantitative data items, validated through previous published studies. All authors independently analysed the data through tallying quantitative parameters and thematically analysing qualitative free text. Results In total, 210 learners participated in the survey, with 52.4% strongly agreeing a preference for open-book examinations. In addition, 42.9% of learners either agreed or strongly agreed that less preparation was required for open-book examinations; however, 80.5% reported learning new information. Furthermore, 85.2% disagreed or strongly disagreed that open-book examinations were stressful. Thematic analysis highlighted four core themes: stress, memorisation of facts, motivation to learn and unfairness. Conclusions There were several learning points for both educators and learners that can be actioned for future open-book examinations, including tailoring exam questions to foster application of knowledge rather than resource-searching skills, intended learning objective mapping against curriculum requirements and learner preparation. Supplementary Information Zusatzmaterial online: Zu diesem Beitrag sind unter 10.1038/s41415-021-3258-7 für autorisierte Leser zusätzliche Dateien abrufbar., Key points This educational evaluation highlights learner experiences of online open-book assessments in dentistry.The results of this educational evaluation show that learners find open-book assessments less stressful, and that they are an educational assessment process and promote application of material.There are several learning points for educators and learners for future open-book assessments that can be actioned from the results of this educational evaluation. Supplementary Information Zusatzmaterial online: Zu diesem Beitrag sind unter 10.1038/s41415-021-3258-7 für autorisierte Leser zusätzliche Dateien abrufbar.

A área da saúde passa por constantes transformações no seu modelo de atenção ao cuidado. A comunicação está fortemente interligada a estes processos, potencializando e contribuindo com o aprimoramento das relações estabelecidas, tanto pelo mundo do trabalho na saúde, quanto na formação de profissionais da área. Este estudo tem como objeto a formação do profissional Fonoaudiólogo, oriundo de três Instituições de Ensino Superior (IESs) Federais do Rio Grande Sul, apresentadas como: IES A, IES B e IES C. Objetiva verificar a existência do conceito e do significado atribuído à comunicação nos documentos norteadores do ensino da Fonoaudiologia por meio de uma análise de conteúdo nas Diretrizes Curriculares Nacionais (DCNs) e no Perfil do Egresso (PE) contido nos Projetos Pedagógicos Curriculares (PPCs). O estudo apresentou a frequência do vocábulo “comunicação” em cada documento estudado (DCN n=19; PE n=5) correlacionando os termos com os trechos elucidados no texto. A classificação polissêmica encontrada indicou seis aplicações distintas do termo no corpus da IES A e da IES B: presente em títulos e tópicos, atribuído à expressão “comunicação humana”, associado à expressão “tecnologias de comunicação e informação”, vinculado à expressão “comunicação verbal e não verbal”, associado a habilidades de liderança, relacionados a comunicação com pacientes, responsáveis e profissionais de outras áreas. Verificou-se a ausência do termo no PE da IES C. Foi possível também perceber discrepâncias conceituais nas DCNs, no que diz respeito ao entendimento da comunicação enquanto habilidade e não como uma competência profissional. The health area is undergoing constant changes in its model of care. Communication is strongly interconnected to these processes, enhancing and contributing to the improvement of the relationships established, both in the world of health work and in the training of professionals in the area. This study has as its object the formation of the professional Speech-Language Pathologist, from three Federal Higher Education Institutions (HEIs) of Rio Grande Sul, presented as: HEI A, HEI B and HEI C. It aims to verify the existence of the concept and the meaning attributed to the communication in the guiding documents of Speech Therapy teaching through a content analysis in the National Curriculum Guidelines (DCNs) and in the Graduate Profile (PE) contained in the Curricular Pedagogical Projects (PPCs). The study presented the frequency of the word “communication” in each document studied (DCN n=19; PE n=5) correlating the terms with the excerpts elucidated in the text. The polysemic classification found indicated six different applications of the term in the corpus of HEI A and HEI B: present in titles and topics, attributed to the expression "human communication", associated with the expression "communication and information technologies", linked to the expression "verbal communication" and non-verbal”, associated with leadership skills, related to communication with patients, guardians and professionals from other areas. There was an absence of the term in the PE of IES C. It was also possible to notice conceptual discrepancies in the DCNs, with regard to the understanding of communication as a skill and not as a professional competence. El área de la salud está experimentando constantes cambios en su modelo de atención. La comunicación está fuertemente interconectada con estos procesos, potenciando y contribuyendo a la mejora de las relaciones que se establecen, tanto en el mundo del trabajo sanitario como en la formación de los profesionales del área. Este estudio tiene como objeto la formación del Profesional Patólogo del Habla y el Lenguaje, de tres Instituciones Federales de Educación Superior (IES) de Rio Grande Sul, presentado como: IES A, IES B y IES C. Tiene como objetivo verificar la existencia de la concepto y el significado atribuido a la comunicación en los documentos rectores de la docencia de Logopedia a través de un análisis de contenido en las Directrices Curriculares Nacionales (DCNs) y en el Perfil de Posgrado (PE) contenido en los Proyectos Pedagógicos Curriculares (PPCs). El estudio presentó la frecuencia de la palabra “comunicación” en cada documento estudiado (DCN n=19; PE n=5) correlacionando los términos con los extractos aclarados en el texto. La clasificación polisémica encontrada indicó seis aplicaciones diferentes del término en el corpus de las IES A y IES B: presente en títulos y temas, atribuido a la expresión "comunicación humana", asociada a la expresión "tecnologías de la comunicación y la información", vinculada a la expresión “comunicación verbal” y no verbal”, asociada a las habilidades de liderazgo, relacionada con la comunicación con pacientes, tutores y profesionales de otras áreas. Hubo ausencia del término en el PE de IES C. También se pudieron notar discrepancias conceptuales en el DCN, en lo que respecta a la comprensión de la comunicación como habilidad y no como competencia profesional.

El objetivo del presente estudio fue analizar el proceso de evaluación educativa del desempeño docente midiendo una mayor participación de los estudiantes en este proceso, lo que permitirá diseñar un modelo para viabilizar la mejora de la calidad educativa en la Carrera de Odontología, que corresponde a la población seleccionada para la investigación. El enfoque metodológico del estudio fue cuantitativo desde el punto de vista del paradigma positivista; para la obtención de datos se empleó la técnica de la observación cuantitativa y medición, las cuales posibilitaron a su vez el análisis de la información. Las conclusiones arrojaron que el actual proceso de evaluación docente, efectivamente, presenta falencias debido a que no se contempla la participación del estudiante en todo el proceso, esto se refiere desde la formulación del modelo de la misma hasta la metaevaluación. Los datos establecieron la intención de los estudiantes de ser involucrados, ya que el actualmente no se contempla ciertos criterios del proceso de enseñanza-aprendizaje que se considera, posibilitaría retroalimentar la dinámica educativa que emplea el profesor, lo cual repercutiría en la mejora de la calidad educativa y, por ende, en la formación de profesionales que respondan a las exigencias de la sociedad.

Meta-analysis is the synthesis of findings from research projects, which enables an estimate of the average or pooled effect across various studies. This study presents findings from the intention to treat analysis for a series of educational evaluations in England using a two stage meta-analysis with standardised outcome data and Individual Participant Data (IPD) meta-analyses. The research estimates the overall impact of educational trials on pupils eligible for Free School Meals (FSM) and the attainment gap in literacy and mathematics performance between FSM and non-FSM pupils based on analysis of 88 trials and data from over half a million pupils. For the meta-analyses, frequentist and Bayesian multilevel models were used to estimate the individual and pooled effect size across categories of explanatory variables such as age groups (key stages in England) and aspects of the type of interventions (one-to-one, small group, and whole class). Results indicated that the overall impact of interventions on the literacy outcomes of FSM pupils was positive with a pooled effect size of 0.06 (0.03, 0.08). However, for mathematics, no overall effect on FSM pupils was observed. Analysis of the attainment gap indicated that literacy outcomes for FSM pupils were improved by interventions marginally more than for non-FSM pupils (pooled attainment gap 0.01(-0.01, 0.04)). The risk of bias assessment showed that estimates were consistent across different methodological approaches. Overall, evidence from this study can be used to identify, test and scale educational interventions in schools to improve educational outcomes for disadvantaged pupils.

Durante el proceso de enseñanza y aprendizaje en los niveles de educación parvularia es fundamental llevar a cabo una evaluación educativa sistemática, real, objetiva y en equipo, entendiéndola como una guía para el proceso. Es necesario comprenderla, además, como una instancia que favorece la observación, la identificación, el seguimiento y la toma de decisiones tanto para la mejora de la práctica educativa como para enriquecer el aprendizaje de los párvulos. La siguiente investigación-acción se llevó a cabo junto con los niños/as y el equipo de aula de un Nivel de Transición 2, y tuvo como objetivo mejorar las prácticas evaluativas, analizando el efecto de la evaluación en la construcción del aprendizaje de los párvulos. Para ello se ejecutaron y analizaron diversas intervenciones, las cuales demostraron, en los resultados, los efectos positivos de llevar a cabo una evaluación sistemática, no dicotómica y que se complementó con la autoevaluación de los niños/as.

The purpose of this research aimed to know the students’ perception on their online Extensive reading learning. Survey design was used to conduct this study, and therefore, the questioner was constructed as the instruments of the study besides the researcher himself. The participants of this research were 44 students of first semester in the Accounting Department at FLSP class of University of Muhammadiyah Malang (Class A). The researcher adopted the questionnaire from a previous study conducted by Yogurtcu (2013), Tseng (2015), and Torres (2017), and the questionnaire showed the students’ perceptions of their online learning. The questionnaire consists of 20 statements and each statement has five alternative responses from 1 to 5: Strongly disagree, disagree, neutral, agree, and strongly agree. Google Form is the media to distribute the questionnaire due to the global pandemic of Covid 19. The results of the study indicate that students show positive response towards the use of Extensive reading in online learning. The students perceived that benefits of the activities had substantial effect on increasing their vocabularies, and students focused on educational evaluation they read during the semester. Based on the data, there are advantages, they are: we can complete to read the whole text, we can determine mind idea and supporting idea of the texts, The online reading activities helped me to get more interested in reading text, we can easily understand the text from online reading activities, and there is disadvantage, they are: distraction (Tools and Signal).

Literacy standards (National Governors Association Center for Best Practices & Council of Chief State School Officers in Common core state standards: English language arts standards, 2010) and best practices from Institute of Education Sciences practice guides (e.g., Baker et al. in Teaching academic content and literacy to English learners in elementary and middle school (NCEE 2014-4012), National Center for Education Evaluation and Regional Assistance, 2014; Kamil et al. in Improving adolescent literacy: effective classroom and intervention practices (NCEE 2008-4027), National Center for Education Evaluation and Regional Assistance, 2008) encourage content-area teachers to use text reading to improve vocabulary and comprehension for middle grade students. Despite these strong research recommendations and various literacy initiatives, previous research studies have found a persistent pattern of limited text use (i.e., reading and learning from text) in content-area classrooms, thus limiting students’ opportunities to develop advanced literacy skills. This study extends the research base on text use in middle school by presenting findings of a questionnaire administered to 124 middle school teachers and offering insights on how text is typically used in English language arts, science, and social studies classes. Teachers responded to questions about the duration and frequency of text use, as well as reading formats, reading materials (including textbooks), and challenges to utilizing text reading more often. Findings suggest that while most teachers indicated a desire to increase the amount of reading in their classes, they cited challenges such as students’ difficulty with reading and a preference for using other types of teaching activities. Teachers also cited the need for higher-quality texts, and science and social studies teachers, in particular, reported dissatisfaction with and limited use of textbooks. Implications for practice include providing professional development focused on selecting appropriate texts for instruction, using text reading routines that enhance purposeful learning, and integrating reading practices into existing instructional delivery practices.

Este artículo de investigación se orientó a la correspondencia que tiene la actitud y nivel de conocimiento del docente de matemática al momento de facilitar las clases, para ello se tomó como muestra a 20 docentes que facilitan el curso de matemática en centros educativos del sector público nivel medio ciclo diversificado del municipio de Santa Cruz del Quiché, departamento de Quiché. Los resultados obtenidos demuestran que la actitud y el nivel de conocimiento del docente de matemática tienen gran incidencia con el nivel de aprendizaje y bajo desempeño que el estudiante manifestó en la prueba diagnóstica aplicada por la Dirección General de Evaluación e Investigación Educativa del Ministerio de Educación de Guatemala (DIGEDUCA, 2019). Según lo anterior se hace necesaria hacer una reflexión del perfil que debe tener el docente de matemática e implementar estrategias que fortalezcan la actitud empática y la metodología con la que el docente facilita las clases de matemática.

Resumen: Introducción: El Examen Nacional de Medicina (ENAM) es una prueba escrita para estudiantes de Medicina Humana en el último año de carrera. Objetivo: Analizar los resultados y la variabilidad de las notas de los estudiantes de la Universidad Nacional de San Antonio Abad del Cusco (UNSAAC) en el ENAM en el periodo comprendido entre los años 2008 y 2015. Material y métodos: Estudio descriptivo, retrospectivo. Se emplearon las notas obtenidas por todos los alumnos de la UNSAAC que rindieron el ENAM en el periodo 2008-2015. Se analizaron los resultados por áreas y para cada año; se procesaron los resultados descriptivos con medidas de tendencia central y medidas de dispersión y finalmente se calculó el coeficiente de variabilidad en cada área de estudio, considerando aceptable si era 25%. Resultados: Fueron 337 los participantes en el ENAM en el periodo de estudio. El 87,2% de ellos aprobaron dicha evaluación. Las medias de calificación obtenidas fueron 12,49 para Medicina Interna; 12,06 para Cirugía; 12,68 para Ginecología-Obstetricia; 12,71 para Pediatría; 10,83 para Salud Pública y 11,96 para Ciencias Básicas. El coeficiente de variabilidad fue moderado para las áreas de Ginecología-Obstetricia y Salud Pública (15,2 y 12,5%, respectivamente); fue aceptable para todas las demás áreas ( 25%. Results: A total of 337 participants took the ENAM in the study period, with 87.2% of them passing. The mean scores obtained were 12.49 for Internal Medicine, 12.06 for Surgery, 12.68 for Gynaecology-Obstetrics, 12.71 for Paediatrics, 10.83 for Public Health, and 11.96 for Basic Sciences. The variability coefficient was moderate for the areas of Gynaecology-Obstetrics and Public Health (15.2% and 12.5%, ??respectively), and was acceptable for the other areas (

Una variable significativa para la consecución del aprendizaje de los educandos es la comunicación docente-alumno, más aún siendo un país bilingüe; se considera importante analizar el lenguaje como mediador en los procesos de enseñanza-aprendizaje de las matemáticas. La revisión de una serie de artículos e informes refiere a equivalentes homeomórficos, etnomatemática y la comprensión lingüística como ejes conductores de la armonización de términos de un vocabulario cotidiano, al escolar matemático. En el contexto paraguayo, reportes nacionales del Sistema Nacional de Evaluación del Proceso Educativo (SNEPE) como del Instituto Nacional de Evaluación Educativa han considerado una fallida inclusión del estudiante guaraní hablante al Sistema Educativo Nacional, considerándose como una situación problema y desencadenando dos alternancias; la primera, a manera de un obstáculo y la segunda, un potenciador cognitivo. Por lo que, explorar el tema en cuestión podría verter información relevante para establecer el sentido de influencia sobre el proceso de enseñanza-aprendizaje de la matemática y definir estrategias para lidiar y/o fructificar dicha situación.

This project uses higher education data to examine the impact of changing to a block delivery model has educational outcomes - with a focus on repeating students and those who have entered their qualification through non-traditional paths.

The outbreak of the pandemic has prompted universities to make a substantial technological upgrade in order to continue pursuing their educational goals. Further, both the overall operation of the system and teaching practices have been revised. This contingency was taken by the authors as an opportunity to redesign the “Educational research methods” course, experimenting with innovative student-centered educational methodologies. There has been a development in the experience of peer feedback supported by digital tool self & peer assessment embedded in the university’s Learning Management System. Given its innovative nature it was considered appropriate, consistent with the perspective of educational evaluation adopted in the course, to detect students’ perceptions regarding the process experienced by administering a questionnaire. The evidence collected recognizes that the peer review was successful and lays the groundwork for proposing it again in the future with appropriate adjustments.

Resumen En los últimos años evaluaciones internacionales y nacionales han presentado resultados poco favorables para el sistema educativo en México, centrando el análisis en la calidad de los profesores. Esta problemática ha sido similar en el concurso de oposición para el ingreso a la profesión docente y pone en duda la eficiencia de la formación inicial a cargo de las escuelas normales mexicanas. El objetivo del presente artículo es estudiar la relación entre origen social y rendimiento académico de una comunidad estudiantil de tres planteles de la Escuela Normal en Sonora. El estudio analiza una cohorte de 268 estudiantes mediante el uso operativo de los cinco tipos de capital cultural que, como variables, contribuyen al análisis del rendimiento académico. Además, se determinó el origen social de los estudiantes con la prueba de conglomerados de K-medias. Los resultados muestran, a través de un análisis del coeficiente de correlación de Pearson, que el capital familiar, escolar y económico del estudiante se relaciona con el rendimiento académico. Después se realizó un análisis de regresión lineal donde el valor más alto de beta fue para la variable capital escolar. Se concluye, en un marco de desigualdad social, que el capital escolar y el económico son los factores que intervienen en el logro educativo de los estudiantes que se están formando como formadores. Abstract In recent years, international and national test results have been unfavorable for Mexico’s educational system, turning the spotlight on teachers’ quality. This problem has also occurred in the public teaching entrance examination and calls into question the efficiency of the initial training provided by Mexican normal schools. This paper intends to study the relationship between a student community’s social origin and academic performance in three normal school sites in Sonora. It analyzes a cohort of 268 students through the five cultural capital types that, as variables, contribute to exploring academic performance. Besides, it determines the social origin of the students through K-means clustering. Through an analysis of the Pearson correlation coefficient, the results show that the student’s family, school, and economic capitals are associated with academic performance. Afterward, a linear regression analysis was carried out where the highest Beta value was for the school capital variable. In conclusion, in a framework of social inequality, the school and economic capitals take part in the educational achievement of students who are being trained as teachers. Resumo Nos últimos anos, avaliações nacionais e internacionais vêm apresentando resultados pouco favoráveis para o sistema educacional no México, centralizando a análise na qualidade dos professores. Essa problemática vem sendo similar no concurso de oposição para ingressar na profissão docente e coloca em dúvida a eficiência da formação inicial sob a responsabilidade das escolas normais mexicanas. O objetivo deste trabalho é estudar a relação entre origem social e desempenho acadêmico de uma comunidade estudantil de três turmas da Escola Normal em Sonora. Neste estudo, analisa-se uma coorte de 268 estudantes mediante o uso operacional dos cinco tipos de capital cultural que, como variáveis, contribuem para analisar o desempenho acadêmico. Além disso, foi determinada a origem social dos estudantes com a análise de conglomerados de K-medias. Os resultados mostram, por meio de uma análise do coeficiente de correlação de Pearson, que o capital familiar, escolar e econômico do estudante se relaciona com o desempenho acadêmico. Em seguida, foi realizada uma análise de regressão linear em que o valor mais alto de beta foi para a variável capital escolar. Conclui-se, no âmbito de desigualdade social, que o capital escolar e o econômico são os fatores que intervêm na conquista educacional dos estudantes que estão sendo formados como formadores.

In this article, the theoretical aspects of educational and social inclusion are considered. The level of educational services in Ukraine for children with disabilities is analysed. The basic problems of the successful implementation of educational and social inclusion into the educational process are specified. Practical recommendations for the development of educational inclusion in Ukraine are given. KEY WORDS: inclusion, integration, rehabilitation, treatment, people with special needs, education and social inclusion. DOI: http://dx.doi.org/10.15181/tbb.v72i3.1167

Purpose To define faculty needs and services requested for the implementation of a faculty-centered curriculum support system (i.e., Academic Support Center [ASC]) to assist curriculum redesign. Methods Faculty and students were invited to participate in 60-min, one-on-one interviews to describe pain points in teaching and identify possible support services needed. Benchmarking through surveys of academic deans was also conducted to determine what services other institutions offer. Qualitative memos from interviews and survey data were analyzed to identify salient challenges and outline possible services that could benefit the school. This information was used to create a strategic plan for the ASC. Full-time faculty were requested to evaluate the ASC 6 and 12 months following the launch of the center in 2019. Results Fifty interviews were conducted with department chairs (n = 10), full-time faculty (n = 36), and students (n = 4). Six pain points identified by participants were time, resources, knowledge, confidence, organizational structure, and organizational culture. Participants generated solutions related to supporting teaching and learning, enhancing faculty experience, and assisting educational evaluation. Twenty-two schools responded to the benchmarking survey-approximately half acknowledged a centralized curriculum support service (n = 12, 54.5% of respondents). Services often focused on instructional design, education technology, and faculty onboarding to education. Faculty feedback following the ASC launch was generally positive and demonstrating progress toward the three priorities. Conclusion Needs assessment and benchmarking data can inform the design and implementation of centers that offer faculty-centered support structures around teaching, educational scholarship, and curriculum change.

The Autism and Developmental Disabilities Monitoring (ADDM) Network conducts population-based surveillance of autism spectrum disorder (ASD) among 8-year-old children in multiple US communities. From 2000 to 2016, investigators at ADDM Network sites classified ASD from collected text descriptions of behaviors from medical and educational evaluations which were reviewed and coded by ADDM Network clinicians. It took at least 4 years to publish data from a given surveillance year. In 2018, we developed an alternative case definition utilizing ASD diagnoses or classifications made by community professionals. Using data from surveillance years 2014 and 2016, we compared the new and previous ASD case definitions. Compared with the prevalence based on the previous case definition, the prevalence based on the new case definition was similar for 2014 and slightly lower for 2016. Sex and race/ethnicity prevalence ratios were nearly unchanged. Compared with the previous case definition, the new case definition’s sensitivity was 86% and its positive predictive value was 89%. The new case definition does not require clinical review and collects about half as much data, yielding more timely reporting. It also more directly measures community identification of ASD, thus allowing for more valid comparisons among communities, and reduces resource requirements while retaining measurement properties similar to those of the previous definition.

The purpose of this research showed a valid DIVAYANA evaluation model instruments were used to evaluate the implementation of e-learning . This research approach was the development of evaluation instruments. The evaluation instruments developed were in the form of interview guides and questionnaires. The interview guidelines that resulted were related to several DIVAYANA evaluation components, included: the Description component, Input component, Verification component, and Yack component. Questionnaires were generated on several DIVAYANA evaluation components, included: the Verification component, Action component, and Yack component. The subjects involved in the content validity test of the interview guidelines were two experts, including an informatics education expert and an educational evaluation expert. The content validity tests of questionnaires were conducted by six experts, including three education evaluation experts and three informatics education experts. The content validity calculation process of the interview guidelines used the Gregory formula, while the content validity of the questionnaires used Lawshe’s CVR formula. The content validity average of interview guidelines on the Description , Input , Verification , and Yack components was 0.882 so it was included in the very good category. The content validity average of questionnaires on the Verification , Action , and Yack components was 0.774 so it was in a good category. The implication of this research is the realization of valid measuring instruments that can be used in evaluating the implementation of e-learning .

PurposeMarch 14, 2020, marked the beginning of an unexpected state of emergency in Spain due to the impact of the coronavirus disease 2019 (COVID-19). From that moment on, the educational system had to adapt so that millions of students could continue their education at home. Through a descriptive study, the reality and perceptions that Spanish families have about the educational actions that took place during the compulsory lockdown of the Spanish population is presented.Design/methodology/approach3,400 representatives of family units from 17 autonomous communities answered a survey, the data were analyzed using descriptive and frequency statistics.FindingsRelevant conclusions were drawn from the results. Despite the efforts of the authorities, the economic, cultural, social and digital divides leave many households without access to the fundamental right of education; families value the support of technologies but consider that they should not replace the face-to-face education that is necessary for the development process of minors; it is necessary to adapt the school content for a future postpandemic, discriminating the expendable from the essential in the school curriculum; priority must be given to the integral well-being of people in educational policies and also to the most vulnerable ones.Originality/valueThe study allows progress in the analysis of educational policy proposals in the face of future crisis.

Objective: To evaluate the development and implementation of the Allied Health Rural Generalist Program, a two-level online post-graduate education program, which includes Level 1, an entry-level non-award pathway program, and Level 2, a Graduate Diploma in Rural Generalist Practice. Design: A convergent mixed methodology evaluation in two overlapping stages: a process evaluation on quality and reach, together with a mixed method case study evaluation on benefits, of the program. Setting: Rural and remote Australia across ten sites and seven allied health professions: dietetics; occupational therapy; pharmacy; physiotherapy; podiatry; radiography; speech pathology. Participants: Process evaluation included 91 participants enrolled in all or part of the Rural Generalist Program. Case study evaluation included 50 managers, supervisors and Rural Generalist Program participants from the ten study sites. Interventions: The Allied Health Rural Generalist Program. Main outcome measures: Process evaluation data were derived from enrolment data and education evaluation online surveys. Case study data were gathered via online surveys and semi-structured interviews. Quantitative and qualitative data were collected concurrently, analysed separately and then integrated to identify consistency, expansion or discordance across the data. Results: The Rural Generalist Program was viewed as an effective education program that provided benefits for Rural Generalist Program participants, employing organisations and consumers. Key improvements recommended included increasing profession-specific and context-specific content, ensuring Rural Generalist Program alignment with clinical and project requirements, strengthening support mechanisms within employing organisations and ensuring benefits can be sustained in the long term. Conclusion: The Rural Generalist Program offers a promising strategy for building a fit-for-purpose rural and remote allied health workforce.

School-based fire safety education programs are implemented by fire services organisations around the world to improve children’s fire safety knowledge and skills. Such education is considered the single most modifiable strategy that fire services organisations can implement to reduce the risk that children will misuse fire or be harmed by fire. Despite this, there are no overarching and evidence-based guidelines for the development of new programs or the evaluation and modification of existing ones. To fill this void, a rapid evidence assessment of existing literature was conducted. Results revealed 25 evidence-based practices that held true in a variety of contexts and methodologically diverse studies. These practices inform an empirical framework that can be used to guide fire safety education programs for children.

In this paper, a roadmap is proposed and introduced to support educational policies, plans, strategies, and practices in developing countries The operational research approaches are used to identify and assess all academic activities and processes such as educational policies, educational settlement and equipment, educational curricula & courses, teaching methods, capacity building, funding & budgeting, and educational evaluation The systematical academic performances (access, equity, quality, relevance, efficiency) will be considered, including the gaps and expectations of various stakeholders on education and training policy, evaluating the policy's sufficiency and its implementation strategy feeling the current vision and the development perspectives of these countries The proposed roadmap will serve as a tool or reference point for setting ambitious improvement goals Building government education officials' capacity increases the potential for improvement in numerous ways, as it provides a systematic approach to quality improvement by identifying new ideas and innovative approaches

The scope of education is the parties that are involved in the sphere of education such as proteges/students/college students, the basic and the purpose of education itself, educators, educational materials, educational methods, educational evaluation, educational tools and the surrounding environment within the scope of education. Education is also one of the most important parts of human life that has provisions that aim to help the improvement of living standard and life for themselves and for the country. If referring to the Article 31 (amendment) paragraph (1) of the 1945 Constitution of the Republic of Indonesia which states that "Every citizen has the right to education, of course education is meant in principle, learning what we know is based on face to face in the class. to transfer the knowledge to their students (students / college students). This has now turned into virtual, distance learning, due to various constraints of limited facilities and infrastructure, the ability to absorb the technology, on the other hand, the unstable condition of the spread of covid-19 has certainly become a dilemma for several universities, including the university of Muslim Nusantara Al Washliyah in implementing learning whether it's pure online use organized with Distance Learning (PJJ) -virtual and other types of virtual.Keywords : Strategy, the Quality of Learning,New Normal

Educational evaluation helps to improve the learning and teaching process. The learning process can be assessed by the examination system. In the examination system, the learners have to answer a set of questions. The learning assessment ensures improved performance in the educational system. The success of the learning assessment is highly dependent on the listening and understanding ability of each student. The assessment of the question paper can be at two levels—cognitive level assessment and difficulty level. The cognitive level assessment is purely based on Bloom’s Taxonomy and the difficulty level assessment is purely based on the examination marks of each student. This article presents a technical method called Question Paper’s Difficulty Level (QPDL) that helps to identify the difficulty level of each question in the question paper. The QPDL method is incorporate in the implementation of ‘QAUDIT’ web application to assess the difficulty level of the question paper systematically. The systematic analysis to identify the difficulty level of the question paper is made for 239 question papers. Each question paper can be recognized based on three difficulty levels such as High, Moderate and Low.

The objectives of this research were 1) to develop the online training curriculum based on Micro Learning and Online Social Network for 21st century teachers on test creation, and 2) to evaluate the effectiveness of the online training curriculum based on Micro Learning and Online Social Network for 21st century teachers on test creation. The methodology was divided into 2 steps:Step 1was the development of the online training curriculum based on Micro Learning and Online Social Network for 21st century teachers on test creation by studying the problems and demands in examination creating including the demand on online training for Bangkok schools’ teachers and executives using questionnaires. After that the information data gained from step 1 was used to design and develop the training curriculum then quality checked by the expert. The result found that the developed online training curriculum was in the highest suitability level. Step 2 was the effectiveness evaluation of the online training curriculum based on Micro Learning and Online Social Network for 21st century teachers on test creation by using the developed training curriculum with 30 Bangkok teachers from simple random sampling from the respondents in step 1 and willing to participate in online training on test creation. The result found that 1) the evaluation on the teachers’ test creation ability compared to the ability before and after joining the training from development scores of each trained teacher – 2 teachers (6.67%) performed very high development, 21 teachers (70.00%) performed high development and 7 teachers (23.33%) performed moderate development and 2) the quality evaluation in accordance with the assessment standards of The Joint Committee on Standards for Educational Evaluation which was evaluated by 30 participating teachers and executives of the 30 teachers were in good level for 4 standards. The standard with the highest mean was propriety standards ( ̅̅ = 4.78). The next one was feasibility standards ( ̅= 4.74), Utility standards ( ̅= 4.71) and accuracy standards ( ̅= 4.64), respectively.

O acompanhamento de egressos fornece uma série de mecanismos para elevar a qualidade do ensino superior ao conectar a universidade com as demandas da sociedade e do mundo do trabalho. Neste artigo apresenta-se o acompanhamento de egressos do ensino superior, visando a sua identificação como uma política pública de avaliação educacional. Os marcos regulatórios da educação superior, associados às experiências internacionais de acompanhamento de graduados e às práticas institucionais adotadas em universidades brasileiras, evidenciam que o acompanhamento de egressos ainda precisa ser consolidado como instrumento de avaliação institucional. Para a sua concretização necessita-se o envolvimento dos gestores e das instâncias governamentais do segmento educacional.Palavras-chave: egressos; educação superior; avaliação institucional.

The word evaluation indicates finding out the value of something. It is directly related to education system. Evaluation is the act of placing value on something. Evaluation is the process of value judgement of something. Evaluation is one of the most important aspects of total education system. It is the process of determining the current status of an object. It is related to finding out the positive and negative value of an object. Evaluation is a systematic process. Education is a process of modification or changing behavior pattern of individuals. The soul aim of education is to develop all the qualities and potentialities of the child. It may be physical, mental, social, emotional, moral etc. here the teacher plays a very significant role to improve all the aspects in individuals. Evaluation is very important in education system because evaluation helps to judge the improvement of the students. It helps to judge the quality of teaching. Examination is a part of total evaluation process. In our ancient systems of education evaluation was done mainly through oral test, recitation of texts, reading of texts etc. But the term evaluation has come into prominent and systematic in recent years. There are many new trends in the evaluation process. Evaluation plays a very important role in education. The modern concept of evaluation provides a wider perspective and scope of use. Present education system is child centric and in this system of education the traditional examination system becomes outdated. So, various new trends are come into contact to the evaluation system. Educational evaluation is the process of analysis, identification and interpretation in any type of academic performance. Continuous and Comprehensive Evaluation, Formative Evaluation, Summative Evaluation etc. are some of the new trends in the evaluation and they have a great significance in the field of present education system.

Known as the third revolution of information technology, the Internet of Things (IoT) embodies the transformation of human technology from “virtual” to “reality”. The application of IoT in education has risen the concerns of both researchers and practitioners. However, there are few research on using bibliometric to visually analyze the hotspots and trends of the IoT in education. In this study, a total of 2257 articles, including (1) 1243 domestic articles from 2005 to 2021; (2) 1014 foreign articles from 2005 to 2021, were collected for comparative analysis between China and foreign countries using the visualization software CiteSpace. The results show that authoritative journals both at home and abroad have paid varying degrees of attentions to the basic theories, emerging technologies and applications of IoT in education. The number of research literatures on this topic is generally increasing year by year. It is particularly worth mentioning that in the field of the IoT in education, on the one hand, the United States, China and Spain are the top three major countries actively participate in, and their international academic cooperation is relatively close; on the other hand, the main research findings are concentrated in the northern and eastern hemispheres, while there is less distributed in the southern and western hemispheres. Regrading research directions, on the whole, much attention has been paid to the construction of smart learning environment; to be specific, its research focus has shifted to the deep integration of intelligent technology and education (e.g., learning feedback supported by IoT technology is delivered to student with the purpose of improving teaching effect). However, in general, the application of IoT in education is still in its infancy, and the scope of practical application is relatively limited. Therefore, future research will concentrate on construction of smart education environment, curriculum teaching and data-driven education evaluation, in order to inaugurate a new situation capable of carrying out experimental teaching, presenting abstract concepts and connecting realistic situations.

This research uses BICOMB, UCINET and other bibliometric analysis software to extract keywords, statistically and visually analyze the 1463 articles of The Physics Teacher in the past five years, and obtains its research hotspots and directions in the past five years and obtains some enlightenment from it. Among them, the main research hotspots of physics teaching are teaching, physics teaching aids, educational evaluation, Newtonian mechanics, physics experiment, education policy and management, learning mode, electromagnetics, student development, physics history, kinematics, geometric optics, etc.

In recent years, emerging technologies such as big data, blockchain, artificial intelligence, and cloud computing have matured. The integration of digital technology and online education promotes online education governance into the digital age. However, there are still some governance dilemmas in the digitalization process. How to solve the existing difficulties and promote the digital governance process of online education is the top priority for the development of online education. On the basis of clarifying the connotation of digital governance of online education, this paper explains the difficulties faced by online education in the digital age, and proposes the implementation path, including imperfect teaching platform and lack of supervision system, perfecting education evaluation model, establishing risk control and early warning mechanism.

In the design of renewable energy projects, a present problem is the techno-economic evaluation of them, regularly different methods and models are used to do it, in this work it is proposed to innovate in the degree of Engineering in Renewable Energies (LIER) of the UNAM in the National School of Superior Studies Juriquilla campus the way to evaluate projects using the software RETScreen. This paper presents a methodology to evaluate a wind energy project in the state of Queretaro Mexico. The project contemplates a wind turbine brand VESTAS V44 - 40m of 600 kW capacity of 40 m height in the state of Querétaro in the center of the country of Mexico. The initial costs of this wind turbine are 1,283 $/kW or 770,000 USD, with a rate of 80 $/kW. The electricity exported to the grid is 1,703 MWh and the income from electricity exports is 136,235.52 USD. With this wind turbine you can save 1,318.2 tCO2 per year or 566,414 liters of unused gasoline.

The toy presents a little discovered image of a culture. In addition to being an important object of nostalgia, it is also considered as a research and study subject. The rapidly increasing number of toy museums has also gained importance in transferring economic, sociological, social, and cultural characteristics of the toy. Toy museums have responsibilities such as protecting toys that are threatened with extinction during the rapid change in technology, conducting research on childhood and history of education, raising awareness of history, helping to establish intergenerational communication, and emphasizing the importance of toys in child development. Toy Museums develop educational activities for different ages and interest groups based on their collections. Effective use of collections in museums and the presentation of available resources for visitors with fun, attractive, and different learning methods is one of the characteristics of museum education. Learning from the object, which is one of the basic concepts of museum education, can provide an experience with real objects. The Ankara University Toy Museum can be used as an educational laboratory for courses in preschool, primary, and secondary school education programs within the context of its current collection. The museum can be visited with an appointment with a guide. Search and find activities through collection themes etc. are accompanied by the museum guides and educators. In this study, the evaluation of the design processes of the education booklets of the Toy Museum is determined. The booklets include museum guided tours, and structured educational activities like "before the museum, museum practice, and post museum" activities. Museum booklets have an evaluation section that enables the student to receive feedback where they are expected to make a sustainable contribution to the promotion of the museum. In this context, this paper evaluates the effectiveness of preschool, primary, and secondary school education books that were prepared for the toy museum in line with the feedback of students participating in museum education by establishing a link between the curriculum and the museum collection. Keywords: museum, toy museum, children’s culture, museum education, museum booklet

This study aimed to design of electronic curriculum for educational evaluation in the light of Quality Matters standards and measuring effectiveness in develop electronic evaluation skills for (42) students female from students of education college in King Saud University and it's an experimental study group apply to them :(Cognitive test for electronic evaluation skills for educational evaluation curriculum and three card for notice skills sides for electronic evaluation skills). After proceed the statistical treatments, the study results showed the following: There is a statistically function difference at the level (α >01) between the average scores of the study sample in after and before application for the collective test for cognitive side foe electronic evaluation skills for educational evaluation curriculum for education college students in King Saud University for the benefit of before application scores average. There is a statistically function difference at the level (α >01) between the average scores of the study sample in after and before application for all main skills and total score for performance side notice cards (Electronic tests, Electronic questionnaire, Electronic achievement file) for electronic evaluation skills for educational evaluation curriculum for education college students in King Saud University for the benefit of before application scores average. Suggested design efficiency for educational evaluation curriculum in the light of Quality Matters standards for education college students in King Saud University in electronic evaluation skills development. Recommendations: Design education college curriculum in the light of Quality Matters standards. Training faculty members on design electronic curriculums in the light of Quality Matters standards. Interesting in electronic evaluation skills development for students' teachers in all education colleges. Benefit from the curriculum to training teachers during the service on electronic evaluation skills. Suggestions: Study the attitudes of faculty members and students about the suggested curriculum and barrier of it's application. Design an educational environment in the light of Quality Matters standards to develop electronic evaluation skills for secondary school level teachers.