MAKATI SCIENCE TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES
Developing an Intranet-Based Faculty Evaluation System
using Asynchronous Javascript And XML
for Eclaro Academy in Commonwealth, Quezon City
A Capstone Project
Presented to the Faculty of
Makati Science Technological Institute of the Philippines
In Partial Fulfillment
of the Requirements for the Degree of
Bachelor of Science in Information Systems (BSIS)
Castro, Sam Daniel Kiesha
Francisco, Cassandra
Marquez, Jessa Rose F.
Sebastian, Daphne Joy M.
October 2024
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Table of Contents
Title Page ……………………………………………………………………………… 1
Review of Related Studies ………………………………………………………….… 3
References …………………………………………………………………………… 12
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REVIEW OF RELATED STUDIES
The research focuses on the ‘post–summative’ approach of formative assessment, and,
while drawing on the practice of peer assessment as a means for increasing student motivation and
promoting self-regulated behaviours. The given research applying an online peer assessment
investigates the factors that influenced students’ attitudes before and after the completion of the
activity. Firstly, the results of the questionnaire demonstrated that the majority of students which
was 95% did not understand what peer assessment meant and whether they will be able to provide
constructive feedback or not. Nonetheless, a study done on the satisfaction level of the students
depicted a higher level of satisfaction in case adequate instructions and support tools are provided
to the students. These transformed perceptions were identified by the study; they include the self-
evaluation and the evaluations of the work of other students with more experience. (De Brun,
2021)
The present study underscores the value of peer coaching in the implementation of C-
MMIs and underscores the necessity for progressive pedagogy to enhance C- MMIs. Specialization
faculty volunteered as teachers during teaching rounds and gave feedback to medical teachers
using a counting system. There was 64% overall faculty participation, faculty invested
considerable time in observations, feedback meetings, and program assessment. The results
showed that participants in the peer coaching program can experience at least following
advantages. It was revealed that the participants had learned about their habits they never was
aware of, benefited from the tips given to teach, and improve their knowledge in teaching
methodologies. These forms of outputs imply that peer feedback can improve the quality of
teaching by offering timely, individualised feedback and promoting the use of multiple teaching
methods. (Carlson, 2020)
The study examines teacher evaluation systems in diocesan high schools in California,
aiming to identify and propose improvements. The main problem is that current evaluation
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procedures lack consistency, foster negative perceptions, are performative, and are overly time-
consuming. These issues contribute to a gap in understanding how evaluations affect teacher
retention in private, at-will employment settings. Through case studies, interviews, and focus
groups, the study found that both teachers and administrators believe evaluations should promote
professional growth, involve peer feedback, and undergo a cultural change. The proposed solution
is to implement these positive changes to create more meaningful and supportive evaluation
systems in diocesan high schools. (Waldron, 2023)
The study focuses on the importance of professionalism in university faculty performance,
emphasizing that effective learning relies on superior instructional and professional competence.
The main problem addressed is the lack of effective operational systems for teacher evaluation in
Pakistan's higher education institutions. To solve this, the research suggests developing a hybrid
model of faculty effectiveness evaluation based on higher education students' perceptions of
teaching quality. Using a mixed methods research design, the study employed Marsh's Student
Evaluation of Educational Quality (SEEQ) questionnaire, finding it reliable for data collection.
The proposed solution is to integrate students' qualitative judgments as a compulsory measure to
enhance the academic and administrative effectiveness of higher education institutions. (Ibad,
2021)
The study examines the impact of weight selection on faculty performance evaluations,
focusing on teaching, research, and service activities. The problem it addresses is the sensitivity
of faculty rankings to changes in these weights. Using numerical examples and linear
programming (LP), the study investigates how different weight assignments influence the overall
educational system. The solution aims to determine the extent of influence a decision-maker has
on ranking outcomes through weight adjustments. The goal is to understand the systemic effects
of weight selection rather than evaluating individual faculty members. (Buyukdagli, 2020)
Student’s evaluation of teaching tool (SET) is broadly utilized in both North America
and the UK as a resource of supporting and refining teaching eminence. SET is a current word
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that is utilized frequently with many preceding terms such as Student Evaluation of Educational
Quality (SEEQ) and student’s evaluation of teaching effectiveness etc. Although students were
not interested to participate in the study whole heartedly, it was concluded that the tutor’s age,
sex, qualification and medium of teaching are the major aspects which affect the evaluation of
the students. (Haris, 2022)
The case study examined by Vandy Tep focuses on the influence of faculty evaluations on
individual professional development at teacher education institutions in Cambodia. The results
indicated that performance evaluations developed by management teams were beneficial for
identifying strengths and improving professional and instructional practices. While considerable
attention has been paid to assessing performance evaluations in HEIs, the focus has been on
improving teaching quality, while not adequately considering the impact of these evaluations on
teachers’ professional development. (Tep, 2024)
The study explores how teachers’ perception on the role of principal’s feedback in the
process of evaluating the teacher’s performance. The study specifically investigates how this
feedback affects self-efficacy and classroom management skills. Self-efficacy is crucial in
determining how effective a teacher is, and how it impacts the student’s achievement, however,
there is still a gap about how it develops through the teacher evaluation process. The main findings
of the study are: There is a moderate positive relationship between the frequency of teacher
evaluation and the frequency of feedback. Teachers who undergo evaluation often tend to receive
more feedback; The study shows strong positive correlation between feedback related to classroom
management and teacher self-efficacy in classroom management skills. In other words, teachers
who receive constructive criticism or feedback specifically about their classroom management has
a positive impact on their self-efficacy. The sample for this research included 379 teachers from
primary and lower secondary schools in the Republic of Kosovo. The data were collected using
the Teacher Sense of Efficacy Scale (TSES) long form, adapted to meet the research objectives.
(Krasniqi, 2022)
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The study examines the perceptions of school administrators in private schools in
Kahramanmaras and Gaziantep on evaluating teacher performance. The author of this research
wants to give recommendation for effective and sufficient teacher evaluation. The author asked
the administrator perspective on implementing evaluation results, the need for different evaluation
based on teacher competencies, and the impact of evaluation systems for teacher development.
The administrators highlights several important aspects. First, the emphasis on the importance of
evaluating teacher performance to enhance quality education. Second, the need for evaluation
system to look into individual competencies rather than one-size-fits-all approach. Third, the
administrators recognized that effective performance evaluation helps teachers grow
professionally. (Onen, 2019)
The study aims to measure the effectiveness of the SUC faculty performance evaluation
system and focused on all the SUCs in the Philippine Eastern Visayas Region. It aims to explore
procedures, instruments, and criteria used to evaluate the performance of faculty, as well as the
existing system evaluation compared to the desired system evaluation based on the utility,
feasibility, propriety, and accuracy standards. Through a descriptive-assessment research design,
data were collected from the administrators, faculty, and students at the four institutions. The
results discovered that the majority of assessment techniques employed included administrative
classroom observations as well as appraisal instruments most particularly rating scales. Important
evaluation factors include instructional dedication, mastery of content, independent learning
promotion and class control. (Patimo, 2020)
The work of Patacsil aims at identifying the usage of associative rule analysis in assessing
the faculty performance in the context of a case study, the Pangasinan State University. This
research is proposed to improve on the conventional questionnaires administration when
evaluating students by designing a model that is capable of predicting faculty performance based
on text analytics features and associative rules. It was found out that the word ‘good’ is used most
often in the evaluations along with ‘teaching’ The associative analysis showed the following
expressions such as ‘teaches a good subject /topic’ and ‘explains simply,’ which captured the main
factors of good teaching according to the students from all the campuses. Such data can be quite
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useful when it comes to coaching and mentoring of the faculty members whereby the individuals
can use the discourse to manage their deficits and further improve on the teaching capacity.
(Patacsil, 2022)
FPES – Faculty Performance Evaluation System can be of great help in improving faculty
efficiency and effectiveness this study by Benosa and Oñate (2023 shows how CSPC, can improve
on the FPES when it comes to the Development of a Faculty Evaluation System with Peer-to-Peer
Feedback. The incorporation of feedback from students to the rest of the peers within this
framework is another factor which could enhance the system by introducing different prescriptive
perception as well as professional development. In a similar respect, institutions can create a more
extensive and efficient system for the overall improvement of faculty evaluation in line with higher
teaching quality and improved stakeholder confidence by extrapolating on the robust assessment
standards and cyclic enhancements seen in FPES v2. (Benosa, 2023)
The study by Soriano works to construct and test the FEOT’s construct validity alongside
its reliability, an important analysis given the current need for sound evaluative measures in online
instruction. These findings hence confirm that the FEOT can be used to accurately measure
performance of faculty working in an online teaching environment. Incorporating of peer-
evaluation within this framework could add value to the existing evaluation system by embracing
views from different quarters and by encouraging growth amongst the faculty. Thus, by adopting
the FEOT reliable and valid measure of teaching effectiveness, institutions may guarantee the
rigorous approbation of the assessment results of online classes. (Soriano, 2021)
The current investigation concentrated on the notion of peer evaluation as a compulsory
part of the faculty evaluation process at EAC-Cavite, in an effort to upgrade education quality. The
research mainly addressed how effective peer evaluations are in promoting self-development and
professional growth among teachers. By using qualitative research methods and document
analysis, this study explores ways in which peer evaluation exercises can improve teaching and
learning, critically analyze teaching practices, and give insights into teachers’ areas of expertise
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through classroom observations. According to their research findings, feedback from peer
evaluations helped identify certain best teaching practices that support good implications for the
teaching and learning process. They end by saying that continuous implementation of this practice
is recommended for its effectiveness as a tool for career development in all schools found within
EAC-Cavite area. For this reason, they suggest that the school administration should use this
study’s results to improve and support professional development of teachers with constant
improvements in the quality of instruction given by them. (Mack, 2019)
The evaluation of faculty performance plays a crucial role in achieving the vision, mission,
and objectives of higher education institutions. It determines the quality of service provided by
educators in instruction, research, extension, and other academic endeavors. This evaluation is
conducted per college, per year level, and per section, making the preparation of numerous distinct
schedules challenging. Difficulties were also encountered in the preparation of Google Forms, as
numerous catch-up forms and class assignments for faculty were required. This process is
perceived as tedious, as it is repeated for every faculty evaluation. In summary, the enhanced FPES
with Data Analytics features significantly improve the present faculty performance evaluation
procedure. It manifested a positive impact in the institution’s faculty performance evaluation
process, thus a favorable alternative to the existing system. (Valdez, 2023)
The study examines the effectiveness of evaluation practices for faculty members in higher
education institution. The study highlights three key evaluations: student evaluation, peer
evaluation, and immediate superior evaluation. These practices are used as a tool for improving
the performance of faculty members. However, Gutierrez’ study delves into the effectiveness of
these practices and aims to provide insights for educational institutions. The result shows that these
practices in the chosen educational institution are deemed effective. Notably, there are no
significant differences in the assessment of student evaluation, peer evaluation, and evaluation
from immediate superiors between academic heads and faculty members. However, when the
participants are categorized based on employment status, differences in their assessment of these
practices becomes apparent. (Gutierrez, 2023)
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The study explores the way of how students evaluate their professor at the Polytechnic
University of the Philippines (PUP) online. The evaluation serves as measurement on how
effective faculty members are in their teaching roles. Based on the result, policy makers can assess
the current teaching practices better. The research uses both descriptive and inferential statistics to
interpret data. The results reveal that PUP faculty members generally agree with the evaluation
criteria in four areas – commitment, knowledge of the subject, teaching for independent learning,
and management of learning. However, when the respondents are divided based on their highest
level of education, a significant difference is apparent in the commitment area. Many of the faculty
members feel that students do not fully grasp the evaluation criteria. Some students even use the
evaluation as settlement for personal issues with professors they abhor. To help faculty members
improve, the study suggests simplifying the evaluation statements for better student understanding.
(Reyes, 2022)
The Faculty Performance Evaluation (FPE) of Letran Calamba is a monitoring system
intended to recognize and reinforce the accomplishments of faculty members as they contribute to
the realization of the mission of the Colegio. A tool named NETFES (Network Faculty Evaluation
System) is used by the students to appraise their professors’ performance every term, but the
system lacks an in-depth analysis of the evaluation results. The quantitative results are simply
averaged and presented in a table. There is also a gap in interpreting the open remarks of faculty
members; the evaluators need to go through each comment and there is no technique to single out
the significant remarks left by the students. An application of data mining to determine underlying
patterns in these results would be beneficial not only to the faculty and department heads, but also
to the Human Resources and Academics divisions for the further improvement of overall faculty
performance. (Balane, 2022)
A faculty performance evaluation instrument is developed in response to the changing
modalities of delivering the lessons to students. Faculty performance evaluation provides a
formative and summative feedback to administrators as guide for decision making and the faculty
for career development. The items are developed from literature, previous instruments, and a focus
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group discussion with stakeholders. The faculty performance evaluation instrument is considered
as acceptable having a reliability index of .870. (Dimaculangan, 2022)
Teaching performance, being a human aspect, is key to achieving a professional practice
by society's requirements and the moment. It is responsible for promoting the necessary
responsibility for good training and learning that serve the professional stage and personal
development (Escribano, 2018). In this regard, teacher performance standards become a valuable
reference for the work carried out in the classroom. Based on the results and concerning the general
objective, it is concluded that teaching performance has a significant relationship with learning
achievement in university students. This indicates that the improvement of teaching performance
will impact the academic performance and achievement of learning of the students. (Gonzales,
2021)
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https://www.sciencedirect.com/science/article/pii/S0260691721004238
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