Suggestions for improving the design and use of student evaluation forms include tailoring the forms to the class needs and format, wording statements carefully, training students to evaluate performance, allowing ample time for completion, handling the evaluation procedure without involvement of the professor, and eliminating student anonymity.…

This paper seeks to answer three basic questions related to the use of teaching portfolios in faculty evaluation and development: (1) "What is a teaching portfolio?"; (2) "How can the teaching portfolio be used to document and facilitate teaching?"; and (3) "How can teaching portfolios be assessed?" The teaching portfolio is seen as encouraging…

Calls attention to some of the psychological dimensions of English department chairs' responsibilities to mentor and evaluate faculty members. Notes an estrangement effect between chairs and faculty; the importance of making the right initial appointments; usefulness of written performance evaluations; and the importance of mentoring junior…

Contributes to a special issue on how the reconsideration of what scholarship is affects the way in which scholarship is assessed. Discusses what the scholarship of teaching is, what qualities exist in this form of scholarship, what its requirements are, how one accomplishes it, and how the scholarship of teaching can be assessed. (SR)

The Nominal Group Technique, in which groups of students jointly evaluate a course, is proposed as an alternative to individual course evaluation questionnaires for student assessment of college teacher performance. Evaluation of a new course by three cohorts of students using the technique is reported. Strengths and weaknesses emerging in the…

A survey of 346 academic officers at 2-year colleges investigated the ways in which they honor faculty, selection methods, and perceived institutional benefits of teaching award programs. Suggestions for assessing an institution's methods of honoring exemplary teaching are outlined, using illustrations from the experiences of survey respondents.…

An ongoing project to measure faculty work at the University of Southern California exemplifies the collaborative approach to producing an assessment instrument that documents both an individual's productivity in research, teaching, and service and determines the worth of his activities in relation to institutional goals. The resulting Faculty…

This manual provides forms and instruments to facilitate the evaluation and professional development planning of community college instructional supervisors (e.g., department chairs and program coordinators). The first section provides a self-evaluation checklist designed to assess the instructional supervisor's satisfaction with his/her…

This report illustrates the steps in the development of an evaluative model for non-teaching faculty, using the school media specialist as an example. The model measures how the professional applies knowledge of a given content area to improve learning in a particular school situation, and consists of three parts: (1) documentation developed by…

Discusses the issues of promotion, tenure, and merit salary increases. Concludes that the strength of institutions rests with their diversity, and that administrators must recognize differences in evaluating their colleagues. (MS)

Issues in the debate over student evaluation of college faculty are discussed, including appropriate measures of teaching effectiveness, reasons for assessing teaching, reliability and validity of student ratings, and how assessments are conducted. Guidelines for implementing a system of regular, institutionwide evaluations are outlined. (MSE)

This handbook advocates a new approach to teacher evaluation as a cooperative effort undertaken by a group of professionals. Part 1 describes the need for changed teacher evaluation, and part 2 outlines ways to use multiple data sources, including student and parent reports, peer review of materials, student achievement results, teacher tests,…

It is argued that full-time dental faculty should all engage in some research activity, and that dental schools should provide development activities for growth in this area. Clear expectations and a supportive environment are seen as essential, and examples of faculty research evaluation criteria and a faculty development plan are included. (MSE)

A study of criteria for promotion, tenure, and merit in college departments of health education revealed that fewer than half the colleges responding had a written policy on faculty advancement and that more than half the department chairpersons reported dissatisfaction with their institutions' policies. Suggested criteria are listed. (PP)

Proposes a broader concept of college faculty peer evaluation, in which perspectives of teacher, learner, and observer are considered. Argues that three basic principles (intention/interpretation, advisement/appraisement, acceptability/accessibility) must necessarily and minimally guide peer evaluation. Presents a four-part, multidimensional peer…