Discusses methods for evaluating college teachers: self evaluation, evaluation by students, evaluation by colleagues, and evaluation by administrators. Maintains that good teaching should be encouraged and rewarded. (PR)

Proposes a four-part model of faculty evaluation. The four parts include an outline of the plan's components, a listing of the essential criteria for evaluation, an assessment program, and a review of the program. (IRT)

Demonstrated the use of generalizability theory in analyzing existing faculty evaluation data. Three measurement conceptualizations representing different purposes of faculty evaluation were developed and variance components associated with these conceptualizations were estimated from an existing faculty evaluation using 30 teachers for each…

This article describes a study conducted to reexamine the question of the relationship between teaching skill as evaluated by college students and teaching skill as evidenced by how much the instructor's students learn. (PD)

Judgment analysis was used to determine the policy by which judges rated 60 profiles of college teachers. While six of the judges seemed to be opposed to evaluation, the other judges generally rated classroom teaching and professional activities as the most important variables in effective teaching. (HMD)

Suggests that prospective college teachers pursue less esoteric research during doctoral programs, be allowed to submit collections of research publications instead of dissertations, and that effective objective measures of teaching effectiveness be developed. (AL)

This chapter examines the fundamental concepts, principles, and practices that characterize the most effective contemporary approaches to the evaluation of faculty teaching performance. (EV)