# Academic Teaching Quality Framework and Performance Evaluation Using Machine Learning
## 1 Introduction
\begin{table}
\begin{tabular}{c c c} \hline \hline
**Benchmarks/Framework** & **Parameters** & **Key Components Example** \\ \hline \multirow{6}{*}{Council For Higher Education Accreditation [8]} & \multirow{6}{*}{7} & Institutional Goals \\  & & Structure Of The Organization \\  & & Resources For Institutions \\  & & Instructional Materials \\  & & Faculty And Learner Support \\ \hline \multirow{6}{*}{European Association Of Distance Teaching Universities (EADTU) [9]} & \multirow{6}{*}{6} & Management \\  & & Curriculum \& Course Design \\  & & Course Delivery \\  & & Staff And Student Support \\ \hline \multirow{6}{*}{Quality On The Line: Benchmarks For Success In Internet-Based Distance Education [10]} & \multirow{6}{*}{24} & Instructional Support \\  & & Course Structure And Development \\  & & Student \& Faculty Support \\  & & Evaluation \& Assessment Benchmarks \\ \hline \multirow{6}{*}{Australasian Council on Open, Distance and e-Learning (ACODE) [11]} & \multirow{6}{*}{8} & Information Technology Systems \\  & & Services \& Support \\  & & Staff Professional Development \& \\  & & Student Training Development \\  & & Staff And Student Support \\ \hline \multirow{6}{*}{National Association For Distance Education And Open Learning In South Africa [12]} & \multirow{6}{*}{13} & Course, Curriculum Design \\  & & And Development \\  & & Evaluation And Assessment \\ \hline \multirow{6}{*}{Online Learning Consortium Quality Scorecard [13]} & \multirow{6}{*}{9} & Institutional \& Technology Support \\  & & Instructional Design \\  & & Course Structure \\  & & Social \& Student Engagement \\  & & Faculty \& Student Support \\  & & Evaluations \& Assessment \\ \hline \multirow{6}{*}{Blackboard Exemplary Rubric [14]} & \multirow{6}{*}{17} & Course Design \\  & & Interaction \& Collaboration \\  & & Assessment \\  & & Learner Support \\ \hline \multirow{6}{*}{Quality Matters—QM [15]} & \multirow{6}{*}{8} & Course Overview And Introduction, Educational Goals \\  & & Evaluation \& Measurement \\  & & Instructional Content. \\  & & Learner Interaction \& Course Activities \\  & & Course Technology, \\  & & Learner Support \\  & & Usability \& Accessibility \\ \hline \multirow{6}{*}{iNACOL [16]} & \multirow{6}{*}{11} & Course Design \& Management. \\  & & Online Course Content \\  & & Instructional Design \\  & & Technology For Distance Education \\  & & Assessment For Student \\ \hline \multirow{6}{*}{Asian Association Of Open Universities (AAOU) [17]} & \multirow{6}{*}{10} & Policy, Planning \& Management. \\  & & Students \& Faculty Profiles \\  & & Technology Infrastructure, \\ \cline{1-1}  & & Learning Contents \& Media \\ \cline{1-1}  & & Assessment \& Evaluation \\ \cline{1-1}  & & Research \& Social Services \\ \cline{1-1}  & & Learner Support \\ \cline{1-1}  & & Design \& Curriculum/ \\ \cline{1-1}  & & Course Development \\ \hline \hline \end{tabular}
\end{table} 
Table 1: Quality benchmarks—frameworks for e-learning. To summarize, there are compelling reasons to believe that well-designed teacher-evaluation programs will have a direct and long-term impact on individual teacher performance [18]. Overall, the assessment of teachers in higher education is a crucial part of ensuring that students receive a high-quality education and that teachers can provide their students with the best possible learning experience. It provides valuable feedback to teachers, helps ensure that they are meeting the institution's expectations and standards, and helps identify and address any issues or concerns that may be impacting the teacher's performance or the student's learning experience. By prioritizing assessment, higher education institutions can ensure that they provide their students with the best possible education.