Using Qualitative Methods to Assess Teaching Effectiveness

Autor/inn/en	Lattuca, Lisa R.; Domagal-Goldman, Jennifer M.
Titel	Using Qualitative Methods to Assess Teaching Effectiveness
Quelle	In: New Directions for Institutional Research, (2007) 136, S.81-93 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0579
DOI	10.1002/ir.233
Schlagwörter	Student Evaluation of Teacher Performance; Instructional Improvement; Course Content; Faculty; Teaching Methods; Teacher Effectiveness; Instructional Effectiveness; Student Attitudes; Educational Assessment; Educational Quality; Peer Evaluation; Evaluation Methods; Higher Education + Suchen Sie Ihr Suchwort? Unterrichtsqualität; Kursprogramm; Academic Staff; Lehrkörper; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schülerverhalten; Education; assessment; Bewertungssystem; Quality of education; Bildungsqualität; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Instructor evaluation forms--those scannable surveys that students use to rate the quality of their instructors and courses at the end of every term--are the most common method of assessing teaching effectiveness in the United States. A considerable body of research on end-of-course evaluations suggests that student ratings are valid sources of accurate information on particular teaching behaviors. Students are not adequate judges, however, of course content, since expert knowledge is required to assess substantive elements of a course. Quantitative student ratings of instruction therefore provide only a portion of the information required to fully evaluate teaching. Faculty members in search of diagnostic feedback that can be used to improve their teaching and administrators who understand the need for more holistic appraisals of teaching effectiveness require more information about teaching efforts than that supplied by end-of-course surveys. In this article, the authors identify and discuss qualitative sources of evidence and methods of assessment that can provide important and detailed information on the quality of teaching in a course or program. They also describe potential sources of information about and methods for assessing teaching effectiveness that can serve to expand conventional ways of thinking about summative evaluations of teaching and contribute to instructional improvement. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10