A Model for Differential Norming of Faculty Evaluations for Promotion and Tenure Decisions.

Autor/inn/en	Arreola, Raoul A.; Heinrich, Darlene
Titel	A Model for Differential Norming of Faculty Evaluations for Promotion and Tenure Decisions.
Quelle	(1977), (56 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Faculty; College Students; Decision Making; Evaluation Methods; Faculty Promotion; Higher Education; Models; Norms; Rating Scales; State Universities; Student Evaluation of Teacher Performance; Teacher Evaluation; Tenure; Test Construction; Test Interpretation; Test Reliability; Test Validity + Suchen Sie Ihr Suchwort? Fakultät; Collegestudent; Decision-making; Entscheidungsfindung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Normwert; Rating-Skala; Staatliche Universität; Teacher appraisal; Lehrerbeurteilung; Amtszeit; Beschäftigungsdauer; Testaufbau; Test analysis; Testauswertung; Testreliabilität; Testvalidität
Abstract	Florida State University instituted a mandatory system to be used in making promotion and tenure decisions, in which teaching faculty were rated by their students. Under an agreement with Michigan State University, the Student Instructional Rating System (SIRS) was adapted for use on the Florida State campus. Since the data were to be used to compare student ratings of faculty in diverse learning environments, a strategy for norming across relevant course characteristics was developed which involved the definition of nine course types. Six course size groupings, six course levels, and six faculty ranks were also included. Thus, instructors who taught large, undergraduate lecture courses and instructors who conducted small graduate-level seminars or laboratory courses were compared according to different norms. The generation of differential norms for comparing the ratings of diverse faculty resulted in more valid and equitable use of such data for promotion and tenure decisions. The results indicated that neither course type, class size, level of students, nor faculty rank had any major impact on student ratings of teachers. Full professors, however, were rated as slightly more competent in their professional areas than faculty of other ranks. The adapted SIRS forms are appended. (Author/MV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC