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| Autor/in | Knapper, Christopher K. |
|---|---|
| Titel | Evaluation and Teaching: Beyond Lip-Service. |
| Quelle | (1978), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | College Faculty; Evaluation Criteria; Faculty Evaluation; Faculty Promotion; Higher Education; Portfolios (Background Materials); Student Evaluation of Teacher Performance; Teacher Effectiveness; Teacher Qualifications; Teaching Experience |
| Abstract | The need to effectively evaluate teaching performance of university faculty and a suggested approach involving a teaching dossier are discussed. Administrative decisions about the careers of faculty members have tended to be based on publication records rather than teaching evaluation. It is suggested that the curriculum vitae of a faculty member should provide more substantial information about teaching than a mere listing of courses. Teaching accomplishments should be described in terms of the following areas: the agreement that may exist between the instructor and his chairman or dean concerning teaching responsibilities or criteria for success, a statement of formal teaching duties, the supervision of graduate or honors students, and informal teaching activities. A summary statement of data from student ratings of recently-taught courses could be provided as evidence of teaching effectiveness. Real change in student abilities or performance, statements of alumni concerning the quality of instruction, and comments from colleagues teaching the same students in subsequent courses are some of the indicators a teacher can use in the dossier. Some indirect indicators of teaching performance or effectiveness are participation in curriculum development, authoring instructional materials, and conducting research on teaching and learning within the discipline. While there will be resistance to the notion of the teacher dossier, the fact that it provides only a brief addition to the existing curriculum vitae may encourage its use. (SW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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