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Kaufman, Brian J.; Madden, Joseph M. – 1980
A study was conducted to develop a behaviorally anchored rating scale for the evaluation of college teaching that could be used in all academic areas and that would reduce leniency, central tendency, and other rater biases. The Smith-Kendall procedure was modified by having undergraduate subjects generate behavioral examples for specified levels…
Descriptors: Behavior Rating Scales, College Faculty, College Instruction, Evaluation Criteria
Download full textBOLIN, JOHN G.; MUIR, JOHN W. – 1966
DEMANDS FOR QUALITY EDUCATION HAVE EMPHASIZED THE NEED FOR OBJECTIVE MERIT RATING OF TEACHERS FOR PROMOTION AND SALARY INCREASES. THE STUDY REVIEWS MERIT-RATING LITERATURE, ANALYZES RATING SCALES AND PROCEDURES, AND MAKES RECOMMENDATIONS FOR DEVELOPING AND IMPLEMENTING MERIT PROGRAMS. THE WRITERS CONCLUDE THAT A COMBINATION OF SUPERORDINATE, PEER,…
Descriptors: Administrators, Behavior Rating Scales, Evaluation Methods, Faculty Evaluation
American Association for Higher Education, Washington, DC. – 1980
Six essays are collected on the subject of the quality of institutions and their instruction. In "When Does a College Deserve to be called 'High Quality'," by Alexander W. Astin, various perspectives of quality are outlined and commented upon: the mystical view, reputational view, resources view, outcomes view, and value-added view. Problems with…
Descriptors: Academic Achievement, Accountability, Educational Attitudes, Educational Counseling
Centra, John A. – 1977
Department heads from 134 institutions (mainly universities) indicated the weight they generally give to various criteria for evaluating individual faculty members. The questionnaire they responded to included: criteria used for evaluating overall faculty performance; sources of information for evaluating teaching; and kinds of information used…
Descriptors: College Faculty, Department Heads, Departments, Evaluation Criteria
Gagne, Francoys; Allaire, Denis – 1974
The discrepancy approach, with a nonmonotonic function, was used in a questionnaire designed to measure the difference between reality as perceived and desires. Reality is described as a student's perception of teacher performance and notion of an ideal teacher performance. The questionnaire deals with both the intensity and direction of a…
Descriptors: College Faculty, Faculty Evaluation, Higher Education, Measurement Techniques
Peer reviewedCentra, John A. – New Directions for Teaching and Learning, 1987
Six evaluation methods are discussed: student ratings, colleague evaluations, definitions of good teaching, teacher-designed examinations, evaluation of research and scholarship, and the politics of evaluation. (Author/MLW)
Descriptors: College Faculty, Evaluation Methods, Faculty Evaluation, Formative Evaluation
Astin, Alexander W. – AGB Reports, 1980
Five views of quality education are identified: the mystical, the reputational, the resources, the outcome, and the value-added. A new approach is proposed with the emphasis on good teaching, unpublicized student evaluations, and disinterested peer evaluation. (Author/MLW)
Descriptors: College Instruction, Educational Counseling, Educational Improvement, Educational Quality
Peer reviewedEley, Malcolm G.; Stecher, Erica J. – Assessment & Evaluation in Higher Education, 1997
Three studies compared the common Likert agree/disagree question form to a behavioral observation form for faculty evaluation. The Likert-type format prompted global, impressionistic responses; the behavioral observation form prompted more objective responses. Results suggest use of behavioral observation rather than agree/disagree questions can…
Descriptors: Behavior Rating Scales, College Faculty, Faculty Evaluation, Higher Education
Peer reviewedCentra, John A.; Bonesteel, Peggy – New Directions for Teaching and Learning, 1990
Research on college teaching supports classifying teaching as much an art as a science. The expectation that student evaluation of teachers can result in exact teacher rankings is unrealistic and stifles the artistry in teaching. However, current evaluation techniques can yield broader classifications of effectiveness and help improve instruction.…
Descriptors: Classification, College Faculty, College Instruction, Educational Improvement
Peer reviewedAbrami, Philip C.; d'Apollonia, Sylvia – Journal of Educational Psychology, 1991
Limitations of the confirmatory factor analysis conducted by H. W. Marsh to demonstrate the multidimensionality of a rating form to assess student evaluation of teaching effectiveness are discussed. A secondary analysis suggests that dimensionality is not stable across solutions and a global factor can be retrieved. (SLD)
Descriptors: College Students, Factor Structure, Faculty Evaluation, Generalizability Theory
Peer reviewedLowman, Joseph – New Directions for Teaching and Learning, 1996
Discussion of the qualities that characterize effective teachers looks at research on exemplary instructors, including studies of students' memories of good teachers, observational studies, nominations for teaching awards, and comparison with average and poor instructors. The common factor is the ability to offer presentations in clearly organized…
Descriptors: College Faculty, College Instruction, Educational Quality, Faculty Evaluation
Peer reviewedFeldman, Kenneth A. – New Directions for Teaching and Learning, 1996
Research on use of student evaluations of faculty as a source of information on good teaching is reviewed, and the differential importance of criteria expressed in the rating forms is discussed. It is concluded that while the data in the evaluations can have varied interpretations, they can also be an important source of information for…
Descriptors: College Faculty, College Instruction, Course Evaluation, Evaluation Criteria
Peer reviewedThompson, Michael D. – Community College Review, 2001
Analyzes the role informal student-faculty interaction plays in the success of science and math students in community colleges. Categorizes direct, indirect, and total causal effects of job, family, timework, gender, informal student-faculty interaction, and quality of effort. States that the findings support the theory that informal interaction…
Descriptors: Academic Achievement, College Faculty, Community Colleges, Faculty Evaluation
Peterson, Kenneth D. – 1995
In many schools and districts, teacher evaluation is poorly conducted, or even disparaged or ignored altogether. This handbook advocates a new approach to teacher evaluation--a cooperative effort undertaken by a group of professionals. Evaluation can reassure teachers that they are doing good and valued jobs, give security and status to…
Descriptors: Data Collection, Elementary Secondary Education, Evaluation Methods, Faculty Evaluation
Olp, Marshall; And Others – 1991
In 1989, under a mandate from both the North Central Association of Colleges and Schools and its own District Governing Board, Arizona Western College (AWC) began developing an institution-wide employee appraisal plan. A 12-member faculty task force, selected to represent a cross-section of the teaching population, was charged with designing the…
Descriptors: Community Colleges, Evaluation Criteria, Evaluation Methods, Faculty Evaluation
