Evaluation of the Educational Process Quality at the University Level

KUREKOVA, Eva¹ & HALAJ, Martin²

¹ Slovak University of Technology, Faculty of Mechanical, Engineering, nam. Slobody 17, 812 31 Bratislava, Slovak Republic, kurekova@kam1.vm.stuba.sk, http://www.stuba.sk
² halaj@kam1.vm.stuba.sk

Abstract: Paper deals with quality evaluation of the educational process. States possibilities how to positively influence quality of education at the university level. Discusses one example of the quality evaluation done by students. The main tool is filling questionnaires with different topics connected to teaching of the individual subject. Satisfaction of the student with each topic is scanned. Percent value is assigned to each answer. Final evaluation of the topic is presented as an average of all percent values assigned to this topic. Results are plotted in two types of chart. Example of the first type of the chart is given that clearly shows strong and weak points of each lecturer. Some possibilities for correcting action in the case of weak points are also discussed. Those corrections as a consequence mean improvement of the educational process, lowering the percentage of students untimely leaving the university and thereby also improvement of the effectiveness in spending the university budget.

Keywords: education, quality evaluation, university management

1 Introduction

Quality evaluation of the educational institution is definitely very difficult process that lasts very long. Big amount of factors influencing the educational process must be taken into account as well as their common connections and interactions. Defining the criteria used for the quality evaluation of the educational process is very complicated as well. Despite those problems it seems to be essential need to establish an objective system for quality evaluation of the educational process as a basic tool for improvement its effectiveness. Some attempts with application of the general quality standards (ISO 9000 series) have been performed abroad. Those attempts have been made at the level of basic schools, high schools as well as at the university level.

Also Universita di Pisa, Facolta di Ingegneria (Italy) belongs to the institutions that research possibilities for application of ISO 9000 series standards in the field of education. Methodology prepared by the Italian Rector’s Conference has been used for implementation the quality control system according to the ISO 9001 standard to evaluate the quality of teaching of the basic course on mathematics (consisting of several subjects). For all that was assumed that client of the educational process is student. This approach differs from the one used at the Technische Universitat Wien (Austria) that treats industry as a client of the educational process.

2 Possible arrangements for improvement the quality of educational process at the university level

Probably there exists no educational institution where all students and personnel are satisfied with the quality of educational process. Natural endeavor of all interested parties should be its increasing. Positive influence on quality of the educational process should offer following possibilities:

• economical remedies of the state administration (increased budget for pedagogical activities and research),
• legislative remedies (e.g. support of sponsorship),
• massive financial evaluation of excellent research and pedagogical workers according to objective criteria,
• higher evaluation of the pedagogical profession within the community,
• cooperation with students in quality evaluation of the educational process,
• keeping in contact with graduated students (finding their opinion about obtained education, usefulness of knowledge obtained during the study, educational requirements resulting from their employment)
• close connection to the practice in pedagogical and research activities (continuous finding of requirements present at the job market),
• participation in international pedagogical and research projects,
• mobility of students within the university and also at international level,
• mobility of pedagogical personnel,
• fast and easy access to information via Internet, proper literature, modern educational tools (e.g. multimedia),
• scholarships for excellent students,
• organisational remedies.

3 Proposal of the quality improvement evaluation

If considered that the university management has introduced clear concept of the education process, attention in the quality evaluation should be paid to individual subjects separately. Subjects should be evaluated by students in first place, not by other pedagogical workers. Each student should have the opportunity to declare his (her) own evaluation of each subject taken during the study. That means introducing uniform forms for individual faculties as well as for the university as a whole.

Most suitable form is represented by Internet version that should be easy accessible for each student. Such electronic form decreases administrative difficulties connected to their evaluation. On the other hand it must be realised that results can be biased due to lack of opportunities to get Internet access. That is why the forms to be filled should be also in printed version and available at the project administrator.

Evaluation of each subject should be based on voluntary decision. But students should be informed about importance of the form filling at the very beginning of the study.

For example, above mentioned Facolta di Ingegneria, Universita di Pisa (Italy) uses a simple form that enables student clearly and shortly evaluate following topics connected to the performance of individual study subjects:

• organisation of the subject (course),
• study materials prepared by the teacher,
• behavior of teacher during the lecture (exercise),
• secretary works for students (availability of study materials prepared by teacher - students have the opportunity to copy those materials in advance),
• logical sequence of presented information,
• suitability and adequacy of the lecture room (laboratory),
• laboratory work,
• computer work,
• library (availability of the study literature).

It is suggested to evaluate each topic by four grades:

• excellent (grade of 100% satisfaction is assigned),
• mostly good (grade of 75% satisfaction is assigned),
• mostly bad (grade of 50% satisfaction is assigned),
• not satisfactory (grade of 25% satisfaction is assigned).

All items are evaluated for each subject. That means that even some topic is not presented in individual subject teaching (e.g. computer or laboratory work is missing), value of 0% is assigned. Four possibilities for evaluation of each topic instead of more common five grades (fifth possibility is usually neutral) forces student to think deeper about evaluation and excludes the possibility of expressing the neutral meaning.

Percent values, reflecting student’s satisfaction with individual items are assigned to answers of each student. Those percent values are used for calculation of average value, used for total evaluation of the subject. Average values are plotted in the chart (Fig. 1). Satisfaction of students is expressed by cusped black line. The further from the center, the better evaluation of the subject. Described chart design offers a clear overview of weak and strong points in teaching of individual subject.

Fig. 1. Chart used for evaluation of individual subject

Results are also plotted in the chart that shows percent satisfaction of students with individual topic (on the vertical axis) and the percent (weighted) importance of individual topic (on the horizontal axis).

The subject is evaluated as a whole even it is lectured by more teachers but there were not established clear and precise borders among individual themes within the subject. When the individual themes presented by two teachers can be clearly observed, both teachers are evaluated separately.

Besides evaluation of above listed topics student can write their individual remarks, questions and suggestions. Those are addressed to the project administrator. They are summarized and forwarded to individual teacher.

Resulting evaluations of individual subjects are collected by the project administrator. It is important that teachers have the opportunity to get acknowledged with obtained results. Then they can consult possibilities to eliminate contingent failures. For example it is rather simple to change the time schedule or the lecture room. Also individual support of teacher can be discussed with the aim to eliminate regular duties and thereby to enable longer time for qualitative subject preparation.

Other type of the form should be developed for the previously graduated students (to five years after graduation). Graduated students should evaluate their ability to perform professional tasks on the basis of knowledge obtained during the study. Those forms should be oriented more for getting suggestions than to receive concrete evaluation of individual subjects.

4 Discussion

Evaluation of the pedagogical process quality is not intended for financial or other restrictions of teachers. Its aim is to get a feedback in teaching of individual subjects. It is used for establishing correcting actions and as a basis for providing institutional support to teachers. As a consequence it means improvement of the educational process, lowering the percentage of students untimely leaving the university and thereby also improvement of the effectiveness in spending the university budget. It must be realised that mainly in the two primary study years untimely leaves the university enormous amount of students (sometimes also 60% of the students accepted for the study). But most of them have intellectual assumptions for successful graduation, their problem is adaptation to a new type of study and change of the education style. And its the duty of university management to help them to get over the administrative problems to be able to concentrate just at the study.

References