Research Article
The Effective Paradigm for Quality Assessment in Professional Degree Graduate Student Cultivation
Issue:
Volume 11, Issue 6, December 2023
Pages:
176-182
Received:
Sep. 28, 2023
Accepted:
Oct. 31, 2023
Published:
Nov. 08, 2023
DOI:
10.11648/j.sjedu.20231106.11
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Abstract: China's higher education system is continuously improving, and professional graduate education is rapidly developing. However, it also faces challenges in quality assessment. Due to the highly specialized and practical nature of professional graduate education, traditional evaluation paradigms no longer suffice to meet the needs of quality management in this context. This study advocates a dynamic evaluation approach that spans the entirety of professional graduate education, addressing these issues effectively. The proposed evaluation model comprises five stages: Enrollment Stage evaluation, Admission Stage assessment, Course Progression Stage evaluation, Thesis section assessment and Graduate Tracking. This multi-phase approach ensures continuous monitoring and enhances the precision and predictability of quality management. The Enrollment Stage evaluation phase rigorously assesses applicant qualifications, ensuring that admitted students possess the necessary prerequisites for success, thereby elevating the overall cohort quality. In-program assessment is a continuous process, including Admission Stage assessment, Course Progression Stage evaluation, Thesis section assessment, focusing on students' progress throughout their academic journey, allowing timely interventions and improvements where required. Pre-graduation evaluation gauges students' readiness for graduation, while post-graduation tracking evaluation monitors graduates' career trajectories, providing valuable feedback for program enhancement. Implementing this comprehensive evaluation model aligns professional graduate cultivation with the evolving needs of students, the job market, and society. It not only elevates educational quality but also strengthens the connection between academic institutions and industry requirements, contributing to more successful professional graduate cultivation outcomes. This proactive and tailored approach to quality management significantly advances the field, ensuring that China's professional graduate student cultivation continues to meet the highest standards.
Abstract: China's higher education system is continuously improving, and professional graduate education is rapidly developing. However, it also faces challenges in quality assessment. Due to the highly specialized and practical nature of professional graduate education, traditional evaluation paradigms no longer suffice to meet the needs of quality manageme...
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Research Article
Assessing the Practice and Challenges of Student-Centered Learning Approach; The Case of Mi’eso Secondary School Grade Ten in Focus
Issue:
Volume 11, Issue 6, December 2023
Pages:
183-193
Received:
Oct. 27, 2023
Accepted:
Nov. 13, 2023
Published:
Nov. 21, 2023
DOI:
10.11648/j.sjedu.20231106.12
Downloads:
Views:
Abstract: The purpose of this study was to assess the practice and challenges of student-centered approaches to learning. To this end, Mi’esso secondary school, which is found in West Hararghe Zone, Mi’esso Woreda, was selected. The participants of the study were four EFL teachers and 195 students in grade ten. A descriptive research design was used to conduct this study, and simple random sampling techniques for students and availability sampling were used for EFL teachers. Instruments used to collect data were a questionnaire, an observation checklist, and an interview. Then the data were analyzed through frequency and percentage score for quantitative data, and data obtained through observation and interview were analyzed qualitatively. The findings of the study revealed that the majority of EFL teachers had used traditional approaches or teacher- centered language learning method. The commonly stated factors for the low level of practicing student-centered approach were: most teachers have a tendency to use traditional methods/ lecture methods, there is lack of interest to practice leaner centered approach, large classroom size and poor classroom condition and another factor that affect leaner centered approach, and teachers and students have problems to implement leaner centered approach though they believe that it helped them. Finally, recommendations were forwarded based on the major findings of the study. Accordingly, it is suggested that for EFL teachers: For effective practice of learner -centered approach in the EFL classes, teachers should perceive the importance of learner centered approach, teachers should use and practice learner centered approach in their EFL classes, so EFL teachers should practice learner centered approach using various teaching aids in the EFL classes, EFL teachers should continue to motivate, encourage, give attention for student-centered and support students’ participation in the classroom. Students should: practice student-centered approach of learning in the classroom, and should participate actively in the classroom. Ministry of education: should give training for Teachers, should arrange the classroom condition. For other researchers: Since the student-centered approach is not implemented in this study, then it is recommended for other researchers to undergo further research in studying the assessment of student-centered approaches of leaning in English language classroom.
Abstract: The purpose of this study was to assess the practice and challenges of student-centered approaches to learning. To this end, Mi’esso secondary school, which is found in West Hararghe Zone, Mi’esso Woreda, was selected. The participants of the study were four EFL teachers and 195 students in grade ten. A descriptive research design was used to condu...
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