The creation of the Teaching Excellence Framework (TEF) represents a significant development concerning the teaching mission of the university in the UK. This paper considers the background to, and the development of, the TEF. It explains the context from which the TEF emerged and unpacks a series of rationales which illustrate the need for, and…

The presentation will trace the experiences of two program directors from Walden University and their examination of issues involved with faculty assessment. Their experiences were used to create a simple but effective and workable model for faculty assessment and development. Once a presentation of how data were obtained, and analyzed, to create…

Asserts that in order for teaching evaluation to encourage improvement, there must be a measure of all elements that make teaching what it is. Proposes a model that highlights the significance of conceptions, knowledge, and the context within which the instructional event takes place. Suggests activities and instruments that may assess teaching…

A model that integrates the systematic observation of student and teacher behaviors with an analysis of student achievement is presented. It assesses student learning and time use for a particular lesson and provides the instructor with immediate feedback that documents teaching effectiveness. (MLW)

A conceptual framework containing three domains for an administrative perspective on faculty evaluation is presented. The first domain deals with faculty need satisfaction; the second centers on the instructors' work environment; and the third relates to the appropriateness of evaluation instruments. (Editor)

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…

Suggests an alternative to the publish or perish model of faculty promotion and tenure (the "collegiality model") in which teaching evaluation is systematic and on-going and scholarly activity (required from all faculty) is defined broadly to allow for individual inclination and yet be equitable. (SR)

This paper describes the development of a student rating of teaching effectiveness (SRTE) instrument by Saint Leo College (Florida). The instrument was based on Cashin's (1989) seven dimensional model of college teaching: subject matter mastery, curriculum development, course design, delivery of instruction, assessment of student learning,…

A Rasch model was used to detect and correct bias in Likert rating scales used to assess student perceptions of college teaching, using a database of ratings. Statistical corrections were significant, supporting the model's potential utility. Recommendations are made for a theoretical rationale and further research on the model. (Author/MSE)

An important component that models for peer review of faculty often exclude is course content. An approach incorporating course content evaluation by colleagues outside the institution, used at Indiana University-Purdue University at Indianapolis, is described, and the structure and materials used are noted. The model, excerpted from the final…

The evaluation of teaching and the assessment of teachers are seen as similar activities with different aims. This point is argued on the basis of experience with established practice in higher education and through a comparison with practices in other professions. A model is constructed. (Author/MLW)

The role of faculty colleagues in the evaluation of college teaching is not defined adequately. A distinction needs to be made between summative evaluation conducted for administrative decisions such as pay increases, promotion, and tenure, and formative evaluations designed to improve teaching. (MLW)

A model of the teaching/learning system that categorizes the essential activities of teaching and learning and shows their interrelationships is proposed. An illustration of a model being applied to a teaching program is provided. (Author/MLW)

The continued nonevaluation of teaching contributes to the dominance of research in the evaluation of faculty members. For both promotion and salary increases, the number of articles published is basically the definition of research. The idea that research is more important than teaching is discussed. (MLW)

Evaluation alone will probably not improve teaching, but, when it is accompanied by feedback, information about teaching and learning, and work with a knowledgeable consultant, evaluation may lead to improvement. An experienced consultant can foster trust, offer encouragement, and provide guided practice to help faculty improve their teaching…