This study is an exploratory inquiry into the perceptions of university faculty regarding two forms of teaching evaluations, student evaluations of teaching (SET), and peer observation reports (POR). Which, if either, better assesses the quality of instruction? Who are the real experts in judging teaching quality: peers who are experts in their…

Discusses use of peer review, a teaching assessment technique in which faculty members observe and evaluate classroom instruction. More specifically addresses summative reviews. Outlines critical questions that should be raised whenever peer review is contemplated and some suggested answers. Sample questions include: Who should do the reviewing?…

Presents a round-robin technique (in which each faculty member is evaluated by all the others in a single session) developed by a small, highly specialized faculty group to meet a new peer evaluation requirement. Notes that this technique does not require classroom observation, but still provides comprehensive and useful critiques. (SR)

Examines the differences in summative and formative evaluation of college teaching, and suggests a new model for peer review of teaching that uses colleagues from other campuses (external review) for summative evaluation. Argues that traditional student evaluation and on-campus peer evaluation (internal review) discourage innovations in teaching…

Discusses the "ADE Statement of Good Practice: Teaching, Evaluation, and Scholarship" and the related issue of peer evaluation and the deprivatization of the classroom. Outlines the benefits of peer review of teaching. Argues for increased attention to the documentation of teaching. Appends the "Statement." (HB)

The author describes a paradigm, presented in the form of a matrix, designed to evaluate all relevant dimensions of a faculty member's (college or university) role on an ongoing basis. Each of the paradigm's elements, which illustrate data for evaluating faculty performance, is also discussed. (SH)

Finding that lack of time was the obstacle to teachers' peer observations, one school district devotes inservice time for teachers to observe each other. (JW)

The formal evaluation process (FEP) is the primary tool provided by most two- and four-year colleges and universities to create more effective teachers. Yet, the FEP has little impact on teaching practice. The FEP serves merely to classify a teacher as a success or failure based on written records and rating scales from observations conducted…

Provides a model for a collegial support system--an alternative to administrator-conducted supervision of teachers--that allows administrators to move from a directive to a supportive role with teachers. (JW)

Three attributes of faculty competence--teaching, research, and service--were each measured by three different instruments--department chair evaluation, self-evaluation, and one other measure (student evaluations, number of publications, or number of committees). The data were analyzed through a multitrait-multimethod matrix (MTMMM) to ascertain…

A faculty evaluation system at the University of Georgia identifies and differentiates meritorious performance of individual faculty members. The evaluation system, which is used for faculty in the Division of Health, Physical Education, Recreation, and Dance (HPERD), incorporates the use of a job description, an annual report of activity, and an…

An overview is provided of the history and current status of merit pay from the perspectives of faculty unions, community and junior colleges, and elementary and secondary schools. Chapter 1 stresses the need to raise the salaries of master teachers, and chapter 2 discusses the responses of faculty unions, faculty members, and the public to the…

Between 1989 and 1991, the Planning, Development and Evaluation (PDE) Committee of Washtenaw Community College (Michigan) designed a faculty assessment process focusing on professional development and academic planning. It is an approach in which all educators (faculty and administrators) work together, using the PDE system to continually define…

This paper presents an approach to the evaluation of college faculty teaching which stresses input from students, colleagues, the department head, and the faculty member under review. Evaluation guidelines suggest that evaluation criteria and the measurement process, as well as the instruments used for measuring teacher performance, be jointly…

A discussion of teacher evaluation offers a definition and rationale, and explains a few of its traditional forms. Common uses of teacher evaluation for personnel management, accountability, and improvement of teaching are described, and a distinction is made between formative and summative types of evaluation. Teacher evaluation, often based on…