An Authentic Look at Evaluation in Education: A School Self- Evaluation Model Supporting School Development

2019 ◽  
Vol 19 (83) ◽  
pp. 1-34
Author(s):  
Gul KURUM ◽  
Sakir CINKIR
Keyword(s):  
Evaluation Model ◽  
School Development ◽  
Self Evaluation

Self‐evaluation model for TQM activity

2000 ◽  
Vol 1 (1) ◽  
pp. 75-80 ◽  
Author(s):  
Hiroshi Osada ◽  
Masahiko Yamazaki
Keyword(s):  
Evaluation Model ◽  
Self Evaluation

scholarly journals A Comparison of the CDIO and EUR-ACE Quality Assurance Systems

2012 ◽  
Vol 2 (2) ◽  
pp. 9-22 ◽  
Author(s):  
Johan Malmqvist
Keyword(s):  
Quality Assurance ◽  
Rating Scale ◽  
Evaluation Model ◽  
European Accreditation ◽  
Self Evaluation ◽  
Assurance System ◽  
Pros And Cons ◽  
Programme Outcomes ◽  
Improvement Rating

The CDIO approach intends to raise the quality of engineering education programs, worldwide by including a number of quality assurance (QA) tools such as the CDIO Standards, Syllabus, and self-evaluation model. CDIO programmes are also evaluated by external standards. Therefore, a CDIO programme needs a quality assurance system that fulfills external requirements and is able to produce the necessary evidence and documentation with minimal additional effort above and beyond the CDIO QA components. Efficient execution of this task requires understanding the similarities and differences between the CDIO and external quality assurance systems, in this case, the European Accreditation of Engineering Programmes (EUR-ACE) system. This article compares and contrasts these two QA approaches, in particular the CDIO Syllabus and the EUR-ACE programme outcomes and the CDIO Standards and EUR-ACE accreditation criteria. Also considered are the pros and cons of a continuous improvement rating scale-based system and a threshold-based accreditation model.

scholarly journals KONDISI PENGELOLAAN, PENDIDIK, DAN SARANA PRASARANA SEKOLAH DASAR NEGERI DI PROVINSI BANTEN

2010 ◽  
Vol 11 (1) ◽  
pp. 28-35
Author(s):  
Sugilar
Keyword(s):  
Primary Schools ◽  
Job Training ◽  
Development Planning ◽  
School Development ◽  
Main Concern ◽  
Educational Improvement ◽  
Education Standards ◽  
National Education ◽  
Self Evaluation ◽  
National Education Standards

The purpose of this study is to describe the condition of the management, educators and infrastructure of public primary schools in Banten province based on the parameters of national education standards. The samples of this study consisted of 78 in many schools under studied. The standards that were achieved in the areas of management such as self-evaluation and its utilization for school development planning do not apply optimally. Also teacher educational qualifications and in-job-training, and infrastructure or facilities. The study recommended that those specific matters would be the main concern in future educational improvement in Banten province.

scholarly journals Perancangan Model Evaluasi Diri Dosen

The Winners ◽  
2006 ◽  
Vol 7 (2) ◽  
pp. 114
Author(s):  
Agustina Tutik ◽  
Synthia Atas Sari ◽  
Hartiwi Prabowo
Keyword(s):  
Action Research ◽  
Evaluation Model ◽  
Team Work ◽  
Self Evaluation ◽  
Library Research ◽  
Data Collecting ◽  
Research Analysis

Article present lecturer self evaluation model as complement for IKAD (Lecturer Performance Academic Index). This research used action research analysis and technique of data collecting by library research, discussion by lecturer from any faculty and major, preview the duty and obligation of UBiNus lecturer. Variables and wight for this model are learning (30%), professionalism (20%), research (20%), technology andcomputer (15%), team work (10%), and services to University (5%) 

scholarly journals Improving Quality Assurance with CDIO Self-Evaluation

2012 ◽  
Vol 2 (2) ◽  
pp. 55-66 ◽  
Author(s):  
Juha Kontio ◽  
Janne Roslöf ◽  
Kristina Edström ◽  
Sara Naumann ◽  
Peter Munkebo Hussmann ◽  
...  
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Evaluation Model ◽  
Evaluation Process ◽  
The Self ◽  
Good Practices ◽  
Self Evaluation ◽  
Main Development ◽  
New Ideas ◽  
Definition Of

The main goal of the Nordic project Quality Assurance in Higher Education was to develop and implement a self-evaluation model in the participating Higher Education Institutes (HEIs) to support their quality assurance work and continuous curriculum development. Furthermore, the project aimed at strengthening the cooperation of HEIs in quality assurance (QA) and disseminating good practices of QA. The framework of development is based on the CDIO approach and the CDIO self-evaluation process. The main results are a detailed definition of the self-evaluation process, well-documented self-evaluations of the participating degree programmes, and the identification of the main development areas and actions in each participating degree programme. Furthermore, the project has increased the partners’ understanding of other partners and their challenges. Finally, quality assurance has been enhanced in each participating programme and new ideas and support for quality assurance work in other higher education institutes have been produced.

scholarly journals Penananamn Kemampuan Mengevaluasi Lukisan di Pendidikan Seni Rupa IKIP Yogyakarta

2004 ◽  
Vol 1 (1) ◽  
Author(s):  
Edin Shaedin Purnama Giri
Keyword(s):  
Evaluation Model ◽  
Individual Model ◽  
Self Evaluation

Penelitian ini bertujuan untuk mendapatkan gambaran tentang penanaman kemampuan mengevaluasi karya seni lukis pada mahasiswa. Dengan pendekatan kualitatif dan metode etnografik peneli­tian dilakukan di Pendidikan Seni Rupa IKIP Yogyakarta. Data dikumpulkan dengan teknik wawancara, observasi, dan dokumentasi. Teknik analisis yang digunakan: analisis domain, taksonomi, komponensial, dan tema. Obyektivitas dan keabsahan data penelitian dilakukan dengan melihat validitas yang ditentukan oleh kredibilitas temuan dan interpretasinya, yang dicapai dengan cara memperpanjang observasi, triangulasi data, menggunakan balian referensi dan reliabilitas sinkronik. Hasil analisis data menunjukkan bahwa penanaman kemampuan mengevaluasi karya seni lukis sangat dibutuhkan, baik berdasarkan kurikulum. dosen, maupun mahasiswa. Ke-butulian ini sebenarnya dipengaruhi oleh orientasi pendidikan seni rupa yakni: pendidikan guru dan pendidikan seni rupa wan. Penanaman dilakukan dengan sistem aturan klasikal dan indivi­dual, sistem individual lebih banyak digunakan. Dalam proses penanamannya situasi lingkungan kurang mendukung, terutama lingkungan fisik dan sosial. Perilaku dosen yang diterima adalah weruh, ngerti, dan nglakoni, baik dalam penggunaan metode mengajar, evaluasi. maupun ungkapannya tentang penanaman. Sedangkan mahasiswa sebagai obyek dalam pembelajaran hams memiliki kemampuan awal, baik berupa wawasan dan kemampuan berkarya. Kedua kemampuan tersebut dipenga­ruhi oleh lingkungan, budaya. dan pendidikan asalnya. Pola yang sering muncul pada perilaku mahasiswa adalah berkarya-konsultasi, berkarya-mendiskusikannya, atau berkarya-mempresentasikannya. Artinya bahwa setiap mahasiswa berkarya akan selalu mengevaluasi karyanya, baik oleh dirinya, sesama maha­siswa, maupun oleh dosennya. Penanaman dilakukan melalui model self-evaluation, model bimbingan atau konsultasi secara individual. Model diskusi baik antar mahasiswa, maupun bebe-rapa mahasiswa dengan dosen.

scholarly journals The Role of the Index for Inclusion in Supporting School Development in Norway: A Comparative Perspective

2009 ◽  
Vol 4 (3) ◽  
pp. 305-320 ◽  
Author(s):  
Kari Nes
Keyword(s):  
Social Class ◽  
School Development ◽  
Comparative Perspective ◽  
Inclusive Practices ◽  
Self Evaluation ◽  
Inclusive School ◽  
Long Time ◽  
The Uk

Norwegian schools have had a reputation for being inclusive for a relatively long time. Education is supposed to meet everyone's needs in a school for all, irrespective of (dis)ability, gender, ethnicity, social class, etc. However, inclusive ideals are one thing, but realisation of inclusive practices in many ways has proven to be something else, in Norway as well as in other countries. There is also a discrepancy between the regular self-reviews schools are expected to undertake, and what actually happens in this field. The question was, how can schools' self-review and successive inclusive school development be supported? Might the Index for Inclusion be an answer? This material, first published in the UK in 2000, attempts to meet the challenges of developing more inclusive practices and the need to support schools' self-evaluation. In the article Norwegian experiences with the Index are compared with those of other countries.

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