Peer Observation Reports and Student Evaluations of Teaching: Who Are the Experts?

Autor/inn/en	Ackerman, David; Gross, Barbara L.; Vigneron, Franck
Titel	Peer Observation Reports and Student Evaluations of Teaching: Who Are the Experts?
Quelle	In: Alberta Journal of Educational Research, 55 (2009) 1, S.18-39 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-4805
Schlagwörter	Teacher Effectiveness; Student Evaluation of Teacher Performance; Observation; Peer Evaluation; College Faculty; Teacher Attitudes; Expertise; Evaluation Methods; Faculty Evaluation; Teacher Evaluation; College Instruction + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Beobachtung; Fakultät; Lehrerverhalten; Expert appraisal; Teacher appraisal; Lehrerbeurteilung; Hochschullehre
Abstract	This study is an exploratory inquiry into the perceptions of university faculty regarding two forms of teaching evaluations, student evaluations of teaching (SET), and peer observation reports (POR). Which, if either, better assesses the quality of instruction? Who are the real experts in judging teaching quality: peers who are experts in their field or students who are the recipients of instruction? Results suggest that it is better not to rely on a single source of information as evidence of teaching effectiveness. SET and POR provide complementary information from differing perspectives. Advantages and disadvantages of both are discussed. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://www.education.ualberta.ca/educ/journals/ajer.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10