Literaturnachweis - Detailanzeige
| Autor/in | Fayne, Harriet R. |
|---|---|
| Titel | Practicing What We Preach: Key Issues in Faculty Evaluation. |
| Quelle | (1991), (45 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Stellungnahme; College Faculty; Evaluation Methods; Faculty Development; Faculty Evaluation; Higher Education; Instructional Improvement; Job Performance; Personnel Evaluation; Portfolios (Background Materials); Teacher Effectiveness; Teacher Improvement |
| Abstract | This paper addresses faculty evaluation and the use of performance-based assessment documents (teaching dossiers or portfolios) to promote and maintain a high level of teaching quality at the higher education level. It is suggested that an evaluation tool, such as the dossier, should emphasize teaching effectiveness and allow educational institutions to make teaching a central criterion in hiring, promotion, and tenure decisions, as well as encourage faculty to focus specifically on self-selected instructional variables as they prepare their materials. Additionally, portfolios are viewed as a way to professionalize teaching. A small, liberal arts college (Otterbein College in Ohio) is presented as a case study in the use of portfolio evaluations. The annual portfolios include: (1) goals and objectives, related to the four major areas to be evaluated (teaching, scholarship, service to students, and service to department/college/community); (2) a description of the types of support needed to achieve these goals; (3) a collection of materials related to accomplishments; and (4) a narrative summary of previous goals and objectives met or unmet. Peer observations and student course evaluations are also included in the portfolios. Illustrative portfolio examples are provided in appendices. The paper concludes with observations from faculty on the success and desirability of using portfolios in teaching assessments. Contains 7 references. (GLR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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