Evaluation of teaching quality in mathematical courses using relative important index: A case study in Neijiang Normal University
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Abstract
Evaluation of teaching quality is an essential part of classroom teaching. The key to evaluation is to choose an appropriate evaluation tool and assign reasonable weights to its evaluation indexes. This study chooses reformed teaching observation protocol (RTOP) as an evaluation instrument to measure the relative importance of RTOP factors in mathematical courses. To achieve this goal, the relative importance index method was adopted to determine the values of relative importance among items. The indexes were ranked according to values. The sample of this study consisted of 30 mathematics teachers and students. All relative importance values were greater than 0.5, which indicates that items are medium to high level in importance. Furthermore, the ranking results showed that the factor lesson design and implementation ranked first, followed by propositional knowledge and procedural knowledge, while factor communicative interactions ranked last. The findings also show that lesson design and implementation are the most important factors in ensuring the teaching quality of mathematical courses among the respondents.
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