A2-5 - Sedma Nacionalna Konferencija so Me|unarodno U~estvo...

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COMPARATIVE ANALYSIS OF METHODS FOR EVALUATION OF THE QUALITY OF A UNIVERSITY COURSE Maria Hristova 1 1 High School of Transport Enginering “Todor Kableshkov”, Assistant Professor at Department of Mathematics and Informatics, 158 Geo Milev Str. 1574 Sofia, Bulgaria, maryiahbg@yahoo.com Abstract -- The paper is devoted on problems connected with evaluating of quality of university course. Existing approaches for quality evaluation are compared. A model for quality of university course with threshold function and constraint conditions is suggested. Examples and numerical results are shown. Index terms — educational problems, quality of education, mathematical statistics, modeling; 1. INTRODUCTION Nowadays all Bulgarian universities are trying to offer their students an equivalent to European standards education, which will make them more concurrent in candidate students market. Each university has own system for evaluation of quality of education. Most of them are doing it not only because the low for height education prescribe it, but because they are convinced of necessarily of quality evaluation system. They are searching best solutions, which vary from university traditions, proved during last century through modern university management, via ISO standards about quality of education. Existing systems for evaluation of quality of education can’t answer on following questions: 1. What have be done to receive height quality of education 2. How have to be measured quality of education 3. How to use received evaluation for increasing of quality of education. The first question regards to university demands and standards, second – to problem of evaluating of quality of education, and third to high education management. This work is devoted to answering on the second question. In traditional cases about 80% – 90% of teaching activities are connected with certain multitude of disciplines and the rest of them are diploma project and practices. Here we want to evaluate teaching activity for certain discipline (university course). In [1, 2, 3] are suggested criteria for evaluation of university course and is determined relationship between indexes, which contain data for quality of education. Quantity measuring for evaluation of quality of education contains certain risk connected with determining formal criteria for such delicate activities as educational and tutoring processes. From other side it leads to more objective and precise determining of these activities, and limited lack of competence and subjectivism of person, who evaluates and personal relationships between examiner and student. These problems are traditional but for us they are very actual. That’s why in this work is accepted that evaluation of quality of education is multifactor and connected with measuring certain quantities of parameters.
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A2-5 - Sedma Nacionalna Konferencija so Me|unarodno U~estvo...

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