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Consideration of Evaluation of Teaching at Colleges  [PDF]
Guizhen Gong, Shengxin Liu
Open Journal of Social Sciences (JSS) , 2016, DOI: 10.4236/jss.2016.47013
Abstract:

There are some disadvantages in the simple, unscientific and unreasonable teaching evaluation. Resulting in the evaluation of the teaching data is not reliable, objective, cannot be true, fair and impartial reflection of the teacher’s teaching level. If the results of this assessment are linked to the teacher’s all kinds of interests, It is easy to cause serious negative effects to the teacher’s enthusiasm and to disturb the teaching atmosphere and influence the teaching quality. How to make the evaluation of science, objective, fair and impartial reflection of the teacher’s teaching level, to make it more effective to improve the quality of teaching is very important. Some suggestions are put forward in this paper.

Rethink Student Evaluation of Teaching  [cached]
Kuan Chen Tsai,Kate Lin
World Journal of Education , 2012, DOI: 10.5430/wje.v2n2p17
Abstract: Does the student evaluation of teaching (SET) reflect the reality? In fact, there is a gap between SET scores and students’ achievement. Therefore, the purpose of this study is to stress the measurement of classroom dynamics in light of the conceptualization of transformational leadership. In order to picture more accuracy of the teaching evaluation procedure, it is argued that teacher leadership behaviors could be a potential component for examining teaching evaluations. The research findings revealed the moderate positive relationships between instructor’s transformational leadership and student engagement and satisfaction. Accordingly, it is conducive to include teacher leadership in the components of student evaluation of teaching. The implications and limitations of this study are discussed.
An Evaluation of Teaching Practice: Practicum  [PDF]
Aijaz Ahmed Gujjar,Muhammad Ramzan,Muhammad Jamil Bajwa
Pakistan Journal of Commerce and Social Sciences , 2011,
Abstract: Teaching practice is an important place in teacher training, it is the theoretical part of teacher training. The purpose of this study was to evaluate the teaching practice, for the purpose a 22 item questionnaire was developed and pilot tested, the internal consistency (Cronbach Alpha) value of the questionnaire was 0.73.Five research questions were made for the study. 650 student teachers throughout the country from 26 teacher training institutions were considered the sample of the study, by selecting 25 student teachers randomly from each institution. The data collected through questionnaire was coded and analyzed through SPSS XII and Stat Pac calculator in terms of frequency, percentage and chi square. The study finds that majority of the student teachers is not given demonstration lessons in all the subjects, duration of teaching practice is not appropriate to develop teaching skills, the method of evaluation in practical component is not appropriate, choice of the student teachers is not considered while assigning the lesson, proportion of theory and practice not appropriate. It is recommended that that the student teachers should be given demonstration lessons before practice teaching, the duration of the teaching practice may be increased, theory and practice should be made proportionate, the student teachers should be made responsible for what they do, this can only be achieved if their choice in the selection of lesson is also considered.
Peer Evaluation of Teaching or ‘Fear’ Evaluation: In Search of Compatibility
Abdel Rahman Abdalla Salih
Higher Education Studies , 2013, DOI: 10.5539/hes.v3n2p102
Abstract: Peer evaluation or review of teaching is one of the factors of quality assurance system at the present time. However, peer evaluation is sometimes approached with trepidation and with the feeling that it may not be fair and free of bias. This paper examines teachers’ perceptions of peer evaluation as an enhancement for quality teaching. A questionnaire was designed and distributed among forty tutors in two higher learning institutes in the Sultanate of Oman. The study drew some results pertaining to the teachers’ views of peer evaluation and its impact on teaching quality enhancement.
Participatory consumer evaluation of twelve sweetpotato varieties in Kenya
JK Kwach, GO Odhiambo, MM Dida, ST Gichuki
African Journal of Biotechnology , 2010,
Abstract: Eleven improved sweetpotato varieties; “Kemb10, SPK004, Mugande, Namaswakhe, K117, Polista, Bungoma, Odinga, 292-H-12, Zapallo” and “Nyathi Odiewo (improved) ”, were tested against four popular farmer varieties; “Nyathi Odiewo (local), Jayalo, Amina and Kuny kibuonjo” for consumer preference. The experiment was laid out in a randomized complete block design with 12 treatments replicated four times in mother and baby trial with farmers’ involvement. The study was conducted in farmers’ fields in four locations covering the major sweetpotato production Agro-Ecological Zones (AEZ ) of southwest Kenya namely; Kabondo AEZ, Upper Midland2 (UM2), Ndhiwa, Low Midland2 (LM2), Rangwe, Low Midland1 (LM1) and Kendu, Low Midland3 (LM3). The trials were planted in May and September 2005 both long and short rains, respectively. Ten participating and ten non-participating farmers per location formed a panel and evaluated the mother trial for consumer preference. Focused group discussions were held to determine farmers’ perception for evaluation. Data was collected on consumer preference: - yield, taste, aroma, ease to cook and texture. There were differences in yield with variety “Mug and” yielding highest followed by “K117 Nyathi Odiewo, Namaswakhe” and “Kemb10” respectively across locations. Farmers’ preferred local varieties “Nyathi Odiewo” and “Kuny kibounjo” were comparable to the improved varieties. Variety “Zapallo” and the local varieties; “Jayalo” and “Amina” had lower yielding. “Odinga” was most preferred for consumption followed by “Nyathi Odiewo Kemb10, SPK004, Polista, 292-H-12” and the local checks. Farmers’ involvement is crucial in evaluation of preferred sweetpotato varieties for consumption. However, varieties “K117” and “Mugande” have potential to increase farmers production.
Referral for Outpatients Urological Services: Poor Conformity and Pre-referral Evaluation in Western Kenya
P Musau, AK Mteta
East and Central African Journal of Surgery , 2012,
Abstract: Background: This study was aimed at establishing the degree of conformity with the referral system, level of pre-referral investigative evaluations and degree of diagnosis concordance between the referring centres and the referral hospital in Western region of Kenya. Methods: This was a hospital based descriptive, prospective, cohort study. The Urology Outpatient clinic of Moi Teaching and Referral Hospital (MTRH), a 750 bed tertiary centre in the Western region of Kenya catering for approximately half of the Kenyan population. Ninety-four first time attendees to the urology clinic seen in the year 2011. The primary outcome measures were conformity with the referral system and the level of investigative evaluation prior to referral. The secondary outcome measure was comparison between peripheral centre diagnosis and the diagnosis made at the referral hospital. Results: There was a predominance of males attending the urology clinic with the male to female ratio of 14.7: 1.Over a third (36.2%) of the patients were referred with the top three referring facilities being District Hospitals (47%), Private Clinics (26.5%) and Mission Hospitals (11.8%). The factors that correlated with likelihood of being referred were the administrative origin of patient (p <0.001), the centre attended (p <0.001), the diagnosis made (p<0.001) and the age group (p=0.010). On multivariate analysis, the greatest determinants of the need for referral were the centre attended and the diagnosis made (both p<0.001). The diagnosis made was found to be the most powerful predictor of likelihood for referral. The majority (88.2%) of the patients had clearly defined diagnoses from the referring centres but only 7.4% had preliminary investigations prior to referral. There was a 76.7% concordance and 11.5% discrepancy in diagnosis between the referring centre and the referral hospital. Conclusion: The diagnoses made by the referring centres are correct in about three quarters of the referrals but conformity with the referral system and the level of preliminary investigations prior to referral are appallingly low.
Patterns of salivary tumours at a university teaching hospital in Kenya  [PDF]
Jyoti Bahra, Fawzia Butt, Elizabeth Dimba, Francis Macigo
Open Journal of Stomatology (OJST) , 2012, DOI: 10.4236/ojst.2012.24049
Abstract: Salivary gland tumours (SGT) are rare, comprising about 5% of head and neck tumours with a higher incidence reported in the western compared with the African centres. There are few studies on SGTs that have been conducted in Africa. A descriptive retrospective study was done to describe the demographic characteristics, site distribution and histological patterns of SGT at a University teaching hospital in Kenya over a 12-year-duration. There were 132 SGTs out of 2426 biopsies of head and neck tumours, the age range was between 8 to 80 years (mean = 43.6 yrs) and the modal age was 50 yrs. The percentage of tumours arising from minor salivary glands (MiSG) (67%) were twice than that from the major salivary glands (MaSG) (33%). The sites most affected for the Misg was the palate and for the MaSG was the submandibular gland. Pleomorphic salivary adenoma (PSA) (40.2%) was the most common benign SGT while adenoid cystic carcinoma) (ACC) (20.5%) was the most frequent amongst the malignant type. The overall male: female ratio was almost 1:1. However, there were more females than males with benign SGTs, whereas an equal gender distribution was noted in malignant SGT. Benign and malignant SGT occur at a younger age. MiSGs of the palate were most frequent site of tumour and the least frequent is the sublingual gland. More than 50% of SGT were malignant and hence any SGT should raise a high index of suspicion.
A case for teaching English as a service subject at universities in Kenya
AN Kioko
Journal of Language, Technology & Entrepreneurship in Africa , 2009,
Abstract: Language plays an important role in teaching and learning activities whether the teachers and learners are conscious or unconscious of this. Thus language and communication are the most important components of the school curriculum (Lopez, 2000, p.1). This is because there is a very close relationship between language and thought. As Muthwii (2002, p. 1) notes, “special problems arise in multilingual communities where learners frequently join the school system equipped with home languages that are often different from the languages of education”. A consequence of this is that the learner is expected to acquire and utilize skills using a language he or she is not quite proficient in. It is, however, usually expected that by the time students join university they have enough of the language of instruction to function effectively in their major areas of study and to interact with the acquisition and propagation of knowledge at that level. Recent studies on learner English have, however, shown that the language of high school graduates, (Nyamasyo, 1992) and even that of university students (Njoroge, 1996) have the same type of errors as those observed in the English of learners at lower levels of education. If many students entering the universities today have not attained the expected English level, what should be done to counter this challenge? Using an analysis of students' performance in an English Placement Test, this paper discusses the English language needs of Kenyan students at the time of entry to the university; appraises the programs which are put in place to address this need in the local universities; and makes recommendations on what universities in Kenya ought to be doing in order to produce students that can compete internationally and fit in the global academic field. Journal of Language, Technology & Entrepreneurship in Africa Vol. 1 (2) 2009: pp. 99-111
Students’ Attitudes on the Teaching of Christian Religious Education in Secondary Schools in Kenya
International Journal of Psychology and Behavioral Sciences , 2011, DOI: 10.5923/j.ijpbs.20110101.07
Abstract: This paper attempts to find out the impact of teachers and students’ attitudes on the teaching of Christian religious education in Machakos secondary schools. The purpose of the investigation is to explain the attitudes of teachers and students with a view to drawing conclusions, which would be recommended for improving the status of Christian religious education (CRE) in secondary schools. This paper is based On study undertaken in Machakos secondary schools in Kenya. Sampling procedure in order to allow a regional representation of implementers and consumers of CRE in Machakos secondary schools. The study employed open and closed questionnaire administered to all the participants; an interview done in nine secondary schools among nine teachers and twelve students and an observation of CRE documents affected in eight schools. The attitude scores derived from the closed questionnaire were analyzed using factor analysis, descriptive statistics, chi-square tests and one and two analyses of variance. The open responses were subjected to content analysis and some chi-square tests for the categorized data. The attitude scale as the chief instrument in data collection had a high cronbach alpha of 0.9 a mean of 72 and standard deviation of 15.Based on the analysis, this paper contends that there are no significant differences among respondents of different backgrounds in their attitudes towards CRE. The respondents’ conception of the nature of CRE falls in two groups: a positive oriented group which contends that CRE has utilitarian value and the other group that view CRE as non-functional. In conclusion it is argued that any recommendations for improving CRE have to be directed towards clarifying CRE objectives. Thus, the key recommendation points for a need to have CRE as part of an integrated Religious Education (RE) programme whose main aim should be to lead students towards being religiously educated.
Evaluation of teaching and learning strategies  [cached]
SK Lechner
Medical Education Online , 2001,
Abstract: With the growing awareness of the importance of teaching and learning in universities and the need to move towards evidence-based teaching, it behooves the professions to re-examine their educational research methodology. While the what, how and why of student learning have become more explicit, the professions still struggle to find valid methods of evaluating the explosion of new innovation in teaching/learning strategies. This paper discusses the problems inherent in applying traditional experimental design techniques to advances in educational practice.
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