A survey was made of 123 colleges and universities in the United States in order to obtain information on criteria and assessment instruments used for student teacher evaluation. Responses were analyzed to determine the extent to which these criteria are based on research. Findings are presented. (MT)

Describes a study that was conducted to determine the effectivenss of training teacher evaluators in lesson plan analysis, classroom observation techniques, and supervisory conference skills. (HOD)

The convergent and discriminant validity of common measures of three faculty competence attributes (teaching, research, and service) were investigated using multitrait-multimethod (MTMM) matrix analysis. Three different measures for each component were collected on 57 college professors. Results distinguished the three hypothesized components, but…

Research involving 23 hard science disciplines at a midwestern university indicates that research and teaching are complementary but that time allocation tradeoffs are necessary between the two functions. Administratively, evaluations tend to influence the direction faculty choose to follow. (Author/LBH)

Evaluations by students for their university courses were compared to rankings made by department chairmen of their faculty. Data show only a moderate agreement between departmental chairmen and students when they are specifically evaluating teaching. (Author/KM)

Argues that, if progress is to be made, educators must develop processes by which they redefine their own professional goals, identify their objectives, proceed toward them, and put into operation an evaluation system that is strongly formative in its effect. (Author/JN)

The finding that students and chairmen do not rate faculty members similarly indicates the need to define evaluation criteria better and to devise more precise methods by which to measure them. (Author)

Investigation indicates that there are weaknesses in the present system of teaching practice assessment, particularly in the diversity of the methods of assessment. (Authors)

The complexities of defining successful schooling, along with other elusive factors such as teaching styles, pose problems for teacher evaluation. Teaching requires more than the ability to perform skills according to a preset formula; it involves making decisions which combine judgment with performance of skills. (PP)

Argues that teacher evaluation is necessary if the performance of teachers is to be improved. Suggests that it can be made more palatable as well as effective if those responsible for it realize that there is value in evaluation. (FL)

Administrators seeking the cooperation of teachers in the classroom observation phase of teacher evaluations should establish well-defined criteria in the areas of planning, technical skills, instructional skills, and classroom management so that teachers can recognize the evaluation process as an objective attempt to encourage their professional…

Nine recommended guidelines for teacher performance appraisal are offered as a basis for evaluating an appraisal system. Guidelines, involving a reward system, evaluation training, teacher involvement, classroom improvement, peer observation, alternative-data collection, paperwork, and supervisors, emphasize the positive qualities of teacher…

Three major issues are discussed in response to the report of the Study Commission on Pharmacy. They are: (1) determination of demonstrable competencies; (2) determination of who is best equipped to provide instruction and serve as role models; and (3) the impact of the report on the training of future pharmaceutical educators and scientists. (LBH)