Surveyed administrative staff at the University of Bradford about their perceptions of the process of performance appraisal. Found that there are several inconsistencies and misperceptions that need to be addressed. (EV)

The reliability and validity of student ratings of faculty can be affected by the ethical decisions of those evaluated and evaluating. Systems of faculty evaluation should have their own codes of conduct for students, faculty, and administrators. Nine scenarios offer illustrations. (Author/MSE)

Four conceptual issues (theoretical definition of performance, level of analysis, constituencies, and time) and four measurement issues (selecting properties, standards, and indicators, and comparing performance to standards) were used to study faculty performance in higher education. Implications are addressed. (Author/MLW)

Describes and reflects on the faculty evaluation efforts of one midwestern community college. Examines some of the inherent differences between four-year and two-year institutions. Supports the use of formative faculty evaluation. (MM)

A survey of 209 family/consumer sciences administrators received 116 replies; 50 used peer input in faculty evaluation. Advantages included identification of strengths and weaknesses, collegiality, democratic process, and mentoring for younger faculty. Limitations included the following: requires time, could be divisive, can be perfunctory, is too…

Claims that research findings of curriculum scholars may be harmful to the successful practice of teaching resulting from the following pathologies within the academic study of curriculum: (1) employing a generic approach toward curricular problems; (2) using meaningless educational jargon; (3) transferring metaphors from other disciplines to…

Discusses the uses and misuses of teacher evaluations. Opposes their use in a statistical way to evaluate promotion and tenure decisions and their awkwardness for the evaluation of theater artists. (SR)

Describes a microevaluation approach to faculty assessment written for a department with 15 faculty engaged in both traditional scholarship and creative activities in a research-oriented university. Presents the assessment instrument. (SR)

Ways are discussed for making faculty assessment an integral part of a department. Suggestions relate to developing career plans, specifying goals, identifying skills, conducting regular reviews, and locating assessment within the departmental and institutional culture. Guidelines and procedures are illustrated with sample letters and third-year…

A professor outlines four types of college faculty evaluation (by superiors, by students, by peers, and by outsiders). His attitude toward basic assumptions underlying evaluation is analyzed in terms of values concerning the nature of knowledge, hierarchies, and teaching. Encouraged is evaluation with consultative and open procedures, tangible and…

Provides a working definition for assessment as it relates to higher education. Contrasts what assessment should be with what it should not be. Gives several suggestions for administrators just beginning assessment activities. (HB)

Presents the final report of a panel convened by the Association of American Medical College's Mission-based Management Program to examine use of metrics (i.e., measures) in assessing faculty and departmental contributions to clinical mission. Discusses methods of measuring and comparing clinical effort, commonly used metrics, development of…

Discusses problems with the present system of recognition for clinical educators in academic medical centers including the requirement for regional and national reputation, the lack of reliable measures of clinical and teaching excellence, and the lack of training opportunities. Suggested solutions include changes in promotion criteria and the…

This article describes a program at the University of Nebraska-Lincoln to provide faculty with an opportunity to undertake substantive peer review of a course. Suggestions for improving the implementation of peer review of teaching as well as some likely future directions for peer interactions are also included. (JM)

Four issues seem to be at the heart of improving the evaluation of college teaching: defining faculty roles and expectations, understanding teachers and teaching contexts, meeting the multiple demands placed on teaching evaluations and the need for better use of evaluation in faculty development. (JM)