This paper presents a discussion of critical aspects of teacher evaluation. The paper is based on the assumption that the purposes of teacher evaluation are as follows: a) to provide information with which to make a decision about granting tenure, b) to help teachers improve performance, and c) to improve the educational program of a school. Some…

Assessment of proper control and suitable learning environment can proceed through collection of data related to teacher planning, student attitudes, and interactive behavior of teachers and pupils. The use of such data for improvement of instruction can provide valid and feasible assessment procedures. Directed skill training, competency…

A successful evaluation or improvement of teaching program ought to develop after a careful consideration of the attitudes and perceptions of those most directly affected--namely students and faculty members. An understanding and awareness of the forces which control their actions on the intellectual-social-cultural environment of the university…

A workshop was designed to sensitize participants to the nature of their own intervention in teaching evaluation. The following served as research questions: (a) Will a workshop in self-evaluation improve self-perception of teaching performance, the perception of an internal source of evaluation, and skill in self-evaluation of teaching…

There is widespread concern at the present time that serious attention should be given to the practical problems of assessing teaching in the universities. In this monograph, although extensive reference is made to theoretical studies and empirical investigations, the concern is more immediate and practical. Two major questions are the guidelines…

Typical end-of-course faculty ratings were questioned for their inability to measure actual classroom interaction. Extending the concept of these evaluations to include the student instructional expectations dimension, the study proposed that the classroom experience be related to the process and systems approaches, more dependent upon monitoring…

These authors see teacher evaluation as a cooperative process, one that evaluates competency from both internal and external frames of reference. Meeting initial resistance, determining who evaluates, and outlining necessary conditions are all part of this article. (Editor)

Argues against one-dimensional testing procedure and discusses how tests are constructed with the accent on the effects of normative testing. Presents a method by which information from student testing could be used for the improvement of teaching. (RK)

This principal developed a collaborative teacher evaluation process that is based on an evaluation procedure with clearly defined school goals and performance objectives. (MD)

In comparing the effectiveness of accountability and growth-oriented systems of teacher evaluation, growth-oriented systems, which facilitate the flow of performance information back to the teacher, are more likely to have a positive effect on teaching quality. (3 references) (CJH)

A faculty committee at Michigan Technological University (MTU) developed a university-wide policy and procedure to encourage improvement of instruction and ensure that teaching effectiveness plays a significant role in personnel decisions. The experiences at MTU are described to help others seeking to establish similar policy on this sensitive…

An effective teacher evaluation program geared toward instructional improvement is described. It includes frequent interaction between administrators and teachers and is participatory, diagnostic, and cooperative. (MD)

Describes a new system for teacher evaluation based on a list of "Criteria for Effective Teaching" compiled by a task force of teachers and administrators in a Wyoming school district. These criteria became the basis for teacher job descriptions and classroom observation forms. (TE)

Discusses the importance of distinguishing between the different purposes of teacher evaluation programs, focusing on the differences between evaluations conducted to aid teacher self-improvement and evaluations conducted to aid administrative decision-making. (JG)

Argues that the most widely used measures of a teacher's instructional skill -- ratings, classroom observations, pupil performance on standardized tests -- have proved inadequate and suggests that a teaching performance test would be an effective teacher assessment technique. (JF)