Discussion of criteria for hiring and the development of university teachers focuses on the development of an instrument for students to evaluate teachers' effectiveness. A copy of the instructor evaluation form developed at DePaul University (Chicago) is included, and suggestions for a program to improve teaching are offered. (LRW)

Discusses the often difficult process of evaluating teaching effectiveness in terms of student learning outcomes. Suggests approaches for micro- and macro-level teacher evaluation using student outcomes. (EV)

Chairs of 175 industrial and technology education programs indicated that 84.8% have a system of posttenure faculty review; nearly 30% said that over 10% of tenured faculty were performing below standard. A majority felt that posttenure review was marginally or not effective. The continuum of review procedures ranged from authoritarian to…

This comprehensive analysis of course and teacher evaluation deals with the following topics: (1) a capsule history of course and teacher evaluation - where the ideas began and what trends have been established; (2) the right and worth of students' evaluation of courses and teachers, including how it relates to faculty academic freedom; and the…

A comparison between student and peer ratings of faculty is reviewed. Teaching effectiveness is seen as a combination of amount learned by students, student opinion, and faculty opinion. (DE)

Describes a theoretical model for evaluating college faculty that can improve faculty performance and resource allocation. Characteristics of the model, appropriate evaluation criteria for teaching, research, administrative, and other activities, and departmental procedures for determining evaluation criteria and weights are discussed. (AM)

Faculty members of small universities should be judged by their teaching ability, not by their publications. (Author)

Kent State University nursing faculty established a peer-review process through a task-force approach. Classroom and clinical observations and teaching circles were the most effective methods. Program success was attributed to its voluntary nature, its reflection of organizational culture, and administrative support. (SK)

A model for evaluating the professional activities of elementary school teachers is presented. It is based on: (1) a systematic process for reporting their activities; (2) discrepancy evaluation--the comparison of goals and objectives with outcomes; and (3) product rather than process evaluation. Teacher activity in nine categories is…

A model for evaluating the professional activities of high school teachers is presented. It is based on: (1) a systematic process for reporting their activities; (2) discrepancy evaluation--the comparison of goals and objectives with outcomes; and (3) product rather than process evaluation. Teacher activity in nine categories is…

This paper examines the problem of measuring and evaluation teacher performance. Evaluation methods currently in use are reviewed, including the use of student questionnaires, and a recommendation for a more accurate measurement of teacher effectiveness is made. The authors specifically consider the relative merits of measurement based on student…

Reports the results of a study which examined the relationship of both student and course characteristics to student rankings of instructors. The 1984 data (n=1,333) showed that 67% of the variation in students' evaluations was explained by instructor-specific variables. Presents detailed regression analysis tables and includes copies of the…

Systematic post-tenure evaluation, uniformly and universally applied, preserves the strengths of tenure while allaying public suspicions about tenure and concerns about faculty vigor and accountability. Failure to address increasing public concerns will otherwise increase the likelihood of external regulation. (MSE)

Provides results from a survey, designed to assess the quality of graduate faculties and programs in the field, of faculty members in departments of educational administration. Data concerning the relative quality of graduate departments of educational administration in the United States are presented. (Author/JH)