Architecture of educational success: redefining institutional assessment
Keywords:
evaluation, educational quality, continuous improvement, educational successAbstract
This argumentative essay aimed to explore institutional evaluation in the educational context within the framework of redefining its approaches, quality towards educational success, challenges, and limitations, for which a critical analysis of the selected academic literature was carried out around contemporary institutional evaluation approaches incorporating the educational climate as a central element to improve educational quality. Additionally, challenges and limitations in the evaluation process are considered, such as resistance to change, data collection, lack of resources, and accountability. It is recognized that institutional evaluation goes beyond traditional academic indicators and encompasses cultural, environmental, and experiential factors. The evaluation is presented as a tool to measure the holistic performance of the educational community by addressing systemic issues that affect the quality of education. One of the key conclusions is interest in the approach of continuous improvement of educational quality, promoting ethics and integrity in educational management. The prospective vision of this essay is expressed towards the idea of transforming institutional evaluation into a key tool of the system of improvements in the school context for educational success, which means assimilating the processes inherent to it in a comprehensive manner by transcending the indicators of traditional academics and addressing ethical challenges that promote the teacher's professional development, ensure the effective management of resources, for the impact on the transformation of society that satisfies the needs of the interest groups in the educational community.
References
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Cao, C., Wei, T., Xu, S., Su, F., & Fang, H. (2023). Comprehensive evaluation of higher education systems using indicators: PCA and EWM methods. Humanities and Social Sciences Communications, 10, 432. https://doi.org/10.1057/s41599-023-01938-x
Fomba, B.K., Talla, D.F. & Ningaye, P. (2023). Institutional Quality and Education Quality in Developing Countries: Effects and Transmission Channels. Journal of the Knowledge Economy, 14, 86-115. https://doi.org/10.1007/s13132-021-00869-9
Hopster-den Otter, D., & Wopereis, I. (2023). Validation and evaluation of a tool for developing an integrated view of ict-based educational innovation. Education Sciences, 13(3), 263. https://doi.org/10.3390/educsci13030263.
Huang, C. K., Neylon, C., Hosking, R., Montgomery, L., Wilson, K., Ozaygen, A., & Brookes-Kenworthy, C. (2020). Evaluating institutional open access performance: Methodology, challenges and assessment. 1-14. https://doi.org/10.1101/2020.03.19.998336.
Kakada, P., Deshpande, Y., & Bisen, S. (2019). Technology support, social support, academic support, service support, and student satisfaction. Journal of Information Technology Education: Research, 18, 549-570. https://doi.org/10.28945/4461.
Kaur, M., Sidhu, T. K., Mahajan, R., & Kaur, P. (2021). Evaluation of the institutional educational environment by using the dundee ready educational environment measure. International Journal of Applied & Basic Medical Research, 11(2), 85-89. doi: 10.4103/ijabmr.IJABMR_470_20
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Torabizadeh, C., Ghodsbin, F., Javanmardifard, S., Shirazi, F., Amirkhani, M., & Bijan, M. (2018). The Barriers and challenges of applying new strategies in the clinical evaluation of nursing students from the viewpoints of clinical teachers. Iran Journal of Nursing and Midwifery Research, 23(4), 305-310. https://doi.org/10.4103/ijnmr.IJNMR_17_17.
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Cao, C., Wei, T., Xu, S., Su, F., & Fang, H. (2023). Comprehensive evaluation of higher education systems using indicators: PCA and EWM methods. Humanities and Social Sciences Communications, 10, 432. https://doi.org/10.1057/s41599-023-01938-x
Fomba, B.K., Talla, D.F. & Ningaye, P. (2023). Institutional Quality and Education Quality in Developing Countries: Effects and Transmission Channels. Journal of the Knowledge Economy, 14, 86-115. https://doi.org/10.1007/s13132-021-00869-9
Hopster-den Otter, D., & Wopereis, I. (2023). Validation and evaluation of a tool for developing an integrated view of ict-based educational innovation. Education Sciences, 13(3), 263. https://doi.org/10.3390/educsci13030263.
Huang, C. K., Neylon, C., Hosking, R., Montgomery, L., Wilson, K., Ozaygen, A., & Brookes-Kenworthy, C. (2020). Evaluating institutional open access performance: Methodology, challenges and assessment. 1-14. https://doi.org/10.1101/2020.03.19.998336.
Kakada, P., Deshpande, Y., & Bisen, S. (2019). Technology support, social support, academic support, service support, and student satisfaction. Journal of Information Technology Education: Research, 18, 549-570. https://doi.org/10.28945/4461.
Kaur, M., Sidhu, T. K., Mahajan, R., & Kaur, P. (2021). Evaluation of the institutional educational environment by using the dundee ready educational environment measure. International Journal of Applied & Basic Medical Research, 11(2), 85-89. doi: 10.4103/ijabmr.IJABMR_470_20
Kivisto, J., Pekkola, E., Berg, L.N., Hansen, H.F., Geschwind, L., Lyytinen, A. (2019). Performance in higher education institutions and its variations in nordic policy. In: Pinheiro, R., Geschwind, L., Foss Hansen, H., Pulkkinen, K. (eds). Reforms, organizational change and performance in higher education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-11738-2_2
Torabizadeh, C., Ghodsbin, F., Javanmardifard, S., Shirazi, F., Amirkhani, M., & Bijan, M. (2018). The Barriers and challenges of applying new strategies in the clinical evaluation of nursing students from the viewpoints of clinical teachers. Iran Journal of Nursing and Midwifery Research, 23(4), 305-310. https://doi.org/10.4103/ijnmr.IJNMR_17_17.
Walker, S., Salines, E., Abdillahi, A. A., & Mason, S. (2019). Identifying and resolving key institutional challenges in feedback and assessment: a case study for implementing change. Higher Education Pedagogies, 4(1), 422-434. doi:10.1080/23752696.2019.1649513
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Wu, Y., Qin, G., He, C., & Wang, W. (2021). How institutional evaluation bridges uncertainty and happiness: a study of young chinese people. Frontiers in Psychology, 12, 651844. https://doi.org/10.3389/fpsyg.2021.651844
