کد محصول: M537
قیمت فایل ترجمه شده ۱۵۰۰۰ تومان
تعداد صفحه انگلیسی: ۶
سال نشر: ۲۰۱۵
تعداد صفحه ترجمه فارسی: ۱۴ صفحه WORD
مقاله ترجمه شده مدل چند ضابطه ای در ارزیابی آموزشی
Multi-Criteria Model in Teaching Assessment
این مقاله نتایج حاصل از پروژه آزمایشی در ارزیابی معلمان دانشگاه منطقه ای بلومناو است. این مقاله شامل بحث هایی در مورد پروژه است که توسط تیم ارزیابی درونی دانشگاه، بحث در مورد ابعاد، مسائل و روشهای تجزیه و تحلیل کمی و ساخت و ساز شاخص کیفیتProfessor’s FURB (IFQD) به تفصیل شرح داده شده است. ابزارهای چند ضابطه ای مورد استفاده، نظریه اجماع، آنتروپی اطلاعات و روش تجزیه و تحلیل تصمیم گیری چند ضابطه ای TOPSIS بودند. دو دوره در مقطع کارشناسی – مهندسی شیمی و پداگوژی – بررسی شدند. در مجموع ۵۶ استاد توسط گروهی از ۱۹۷۹دانشجو مورد بررسی قرار گرفتند
This paper presents results from the pilot project on teacher assessment of the Regional University of Blumenau. It contains discussions about the project which was elaborated by the team of internal assessments of the university, discussing the dimensions, issues and quantitative analysis techniques and the construction of the FURB Professor´s Quality Index (IFQD). The multi-criteria tools used were the consensus theory, information entropy and the TOPSIS multi-criteria decision analysis method. Two undergraduate courses – Chemical Engineering and Pedagogy – were assessed. totaling 56 professors who were evaluated by a group of 1979 students.
Keywords: Professor evaluation, Multi-criteria Decision Analysis (MCDM), Consensus, TOPSIS
The responsibility of universities, when facing their challenges and goals, requires self-evaluation regarding their daily work, regarding teaching. regarding management research and all the science outreach that take place in it. This self-assessment requires the participation of the entire academic community, which formulates judgments about the value of institutional quality. The faculty is an important entity when it comes to the quality of a university. The internal assessment of the faculty reflects the future institutional perspective, in which the professors’ action is one of its elements. As highlighted by the Institutional Evaluation Program of Brazilian Universities (IEPBU), this evaluation should not be a punitive process, not even for restraint, but it must present indicators that aim at quality (HIGHER EDUCATION SECRETARY, 1994; 2004). This project presents the results of a study that diagnoses and evaluates the management of education from the perspective of Chemical Engineering and Pedagogy students of the Regional University of Blumenau (Universidade Regional de Blumenau – FURB), located in Vale do Itajaí, in Blumenau (Santa Catarina). The project and its results are products of a pilot program, which is now fully institutionalized in all of FURB’s under graduation programs, summarizing a total of 40 programs, 842 professors and about 10200 students. For the assessment, a number of issues that were previously questioned by the assessed professors were resolved: the significance of the sample and the consistency of the answers marked by the students – the evaluators. Regarding the statistical significance of the data, the size of the sample for each group of students was calculated, divided into ranges, for each assessed discipline (allowing one teacher to be evaluated by more than one class). To solve the problem of consistency, the concept of average consistency per question was introduced, generating the information to the evaluation and the entropy, in order to generate the information weight. All of those result in one indicator, called FURB Professor´s Quality Index (IFQD), limited on a scale between 1-5, similar to the one adopted by the Brazilian institution called INEP (National Institute of Education and Research). Multi-criteria decision analysis techniques were used to obtain the aforementioned index, along with other quantitative techniques.