Illustrates how the scholarship of teaching could be assessed, recognized, and rewarded, addressing both formative and summative evaluations. Addresses the question of who should determine the standards and criteria by which to review and critique the scholarship of teaching and whether studies in the scholarship of teaching should be required to…

This study, using a test group of five colleges--2 state colleges, a liberal arts college, a multipurpose college, and an urban community college--investigated the effects of student feedback on improving teaching at the college level. Students rated instructors with a 23-item "Student Instructional Report," which included course objectives,…

Colleagues can make an important contribution to the evaluation of faculty performance. There are several aspects of teaching that colleagues would be able to judge. These are discussed in this paper along with other methods of assessing teaching. (Editor/PG)

The purpose of this study was to investigate two questions pertaining to student evaluation of teachers. These are: (1) Do students indeed provide the instructor with information about instructional practices that he doesn't already know? and (2) If this is the case, to what extent is it true at a variety of colleges and for a significant…

Student and alumni ratings for 23 teachers were found to correlate .75 (somewhat less for teachers rated only by graduates of their department). This substantial agreement between current students and alumni (of five years) regarding who have been effective or ineffective teachers suggest that student ratings are fairly permanent and do, at least…

The impact or possible impact of college student ratings on the individual instructor, on teaching generally, on students, on administrators, and on the college is discussed. A study of over 400 faculty members in which half were assigned to an experimental group and half were controls, showed that as a result of student ratings on an instructor's…

This study investigated student points of view in their ratings of specific courses and instructors by analyzing student responses within each of three classes separately, and then sought to generalize the results further by additional analyses, with 300 students randomly selected from 402 classes in five colleges. Different points of view were…

Although college faculty may hesitate to evaluate each others' teaching, it is a sensible alternative to evaluation by students or by administrators. Peer evaluations are not only useful for improving teaching, but also affect promotion and tenure decisions. When faculty are rated by observation, repeated visits and rater training are required in…

When student ratings of instruction are used by instructors as a source of feedback on their teaching, some changes are made by the instructor; better interpretation of the results would probably improve this; thus a well-designed student ratings program can benefit more than harm the academic community. (Author/JM)

The purpose of this study was to further investigate college teachers' self-ratings and ratings given by students by comparing these two sets of ratings over a wide range of specific student-oriented instructional practices. (Author)

Methods and reasons for evaluating teaching are discussed, and an experimental study of the effectiveness of students' ratings of teachers is described. The two main reasons for evaluating teaching as given in this paper are (1) to help make decisions about whom to promote, and (2) to improve instruction. In the experimental study, five diverse…

Identified are four groups of faculty development practices based on their use among 756 colleges and universities: traditional practices; instructional assistance practices; those that emphasized the assessment of faculty; and those involving many faculty in improvement activities. Practices judged effective, and the organization and funding are…