An effective system of evaluation is advocated as a means to improvement of the teaching/learning process. Colleague evaluation and academic freedom need not be adversaries but may contribute to educational accountability. (LBH)

Evaluating faculty effectiveness is important in institutions of higher education. Although evaluation is inherently threatening to most faculty members, the vast majority take their assignments seriously and want to conduct them as effectively as possible. Assessing faculty performance is a complex and time-consuming process. If it is done poorly…

This study assessed the ways in which academic departments in U.S. colleges and universities are evaluated through a survey of about 130 institutions across the Carnegie university categories. This survey and literature review were supplemented by site visits to eight universities. The authors were surprised to find a great amount of departmental…

This study examined faculty views in regard to support for teaching at Emory University. Data were obtained from 24 small focus groups of faculty who discussed their reactions to a report on teaching at the university. The data were analyzed using HyperRESEARCH software to generate detailed reports on frequencies of categories, subcategories, and…

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)

Reviews studies identifying the attributes of excellent teachers. Discusses prevailing myths about teaching quality that inhibit teacher effectiveness. Suggests ways community college leaders may evidence commitment to excellence through formal evaluation systems, awareness of excellence and incompetence, and identification and elimination of…

Significantly higher teacher ratings were assigned by students when the teachers were allowed to select the rating items to fit personal philosophical orientations and teaching methods. (Author/RL)

A method is proposed for developing a universitywide faculty evaluation system while retaining the integrity of evaluations of each individual's performance. Suggestions parallel efforts to alter faculty evaluation at Northwest Missouri State University (Maryville). (SLD)

Identifies some issues emerging from Barnet College's involvement in the United Kingdom's National Pilot appraisal Scheme for Further Education. Explores varying perceptions of both appraisers and appraisees, focusing on individual staff member and special interest group reactions. Only 14 percent of staff surveyed felt that the process was…

A study investigated the actual practices of 84 law schools in evaluating their faculty and compared them to studies by educators and psychologists about the assessment process. Certain dangers are found to be inherent in current evaluation methods, and suggestions for improving instructional evaluation are offered. (MSE)

Suggests two principles for successful evaluation of college faculty members: chairs should know their departments; and "always, always pay attention." Describes how the chair of the English department at Michigan State University developed and implemented these suggestions. (RS)

Focuses on the evaluative use of teaching portfolios for personnel decisions in higher education and compares claims for their merits against fundamental research on evaluating faculty teaching. Draws on the literature on teaching portfolio development and suggests meta-analysis to examine the impact of using portfolios for personnel decisions.…

Discusses underlying issues that affect all forms of teaching evaluation: determining criteria, making links between teaching methods and learning outcomes, and distinguishing between evaluation for self-improvement and evaluation for accountability. (EV)

Describes the history, goals, and applications of the teaching portfolio as an alternative teaching assessment. (EV)