The relationship between the perceptual organization of junior college instructors and student ratings of their effectiveness as teachers is explored. The major hypothesis of the research was that there would be a significant positive relationship between student ratings of faculty effectiveness and certain aspects of perceptual organization. The…

Procedures for designing a faculty evaluation instrument are suggested, along with a description of the program developed at the School of Business Administration, American University, Washington, D.C. Their evaluation instrument indexed total performance, with classroom teaching effectiveness rated slightly more important than professional…

Explores the problems surrounding maximization of quality instruction in community colleges. Discusses how to recognize poor instruction, questions that should be asked of potential faculty members, faculty determination of evaluation criteria for instructional exellence, and programs and workshops directed solely toward instructional improvement.…

An evaluation performance program specifically oriented toward such administrative actions as tenure, promotion, and salary adjustment is described. It uses task analysis to clarify the nature of the desired evaluative content and peer review as the primary evaluative mechanism. Its use in a psychology department is discussed. (Author/LBH)

Six issues are discussed: faculty reluctance to innovate; stagnation and intellectual isolation; the dichotomy between teaching and research; difficulties in assessing quality teaching; lack of adequate training of college teachers; and increasing lack of personalized instruction and attention. (LBH)

Considerations for establishing purposes of evaluation are described in view of controversies that focus on justification and use of ratings of instructors as well as attempts to meet demands and ward off pressures for accountability. General models are proposed to serve as guidelines for further development and specification of purposes.…

The current state of research by the authors into the development of a peer evaluation instrument for faculty is reported. Appraisal areas include: clarity and appropriateness of course objectives; agreement between objectives and course content; instructional material; mastery of content; communication skills; student encouragement; organization;…

A study is reported in which students evaluated nine teachers in a community college mathematics department. A copy of the teacher rating instrument is included. (DT)

Assessing Teachers' of Religion in U.S. Post Secondary Education is a review of religion's various meanings, how it is taught, where it is taught and how it is evaluated on the post secondary campuses of the United States. Kollar reports the results of a National Survey of chairs and directors of all the schools, departments, and programs of…

This report presents findings from the "Institution Survey" of the 1999 National Study of Postsecondary Faculty (NSOPF). Institutions were asked about their policies and practices related to faculty as of fall 1998. The distribution of faculty across U.S. degree-granting postsecondary institutions reflects the diversity of postsecondary…

This report describes a three-year project designed to: (1) examine the ways in which teacher evaluation portfolios and teaching portfolios overlap, (2) develop an innovative and practical teaching and evaluation portfolio protocol, and (3) disseminate the results to other postsecondary institutions. Ten faculty from Augsburg College (Minnesota)…

This paper examines the use of portfolio evaluation in accrediting higher education teachers in the United Kingdom. It explains portfolios as an approach to authentic assessment and discusses the issue of reliability in portfolio assessment when teacher accreditation depends on it. Researchers investigated one course, collecting data on 53…

Investigates the similarities and differences in how specially admitted students, most of whom were blacks and who have been classified as culturally different or disadvantaged,'' and other new freshmen, who were admitted on other factors, responded to an instructor. (JM)

Results previously appearing to be non-replicable turned out to be replicated when analyzed separately for male and female instructors. (Author/DG)