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Theall, Michael; Franklin, Jennifer – New Directions for Teaching and Learning, 1990
Student ratings reflect the variety and range of teacher behaviors and the instructional successes and failures. Although researchers, practitioners, and users of rating systems acknowledge their multidimensionality, it is not fully used. Understanding the context of evaluations and identifying how intended uses and audiences affect data…
Descriptors: College Faculty, Educational Improvement, Evaluation Methods, Faculty Evaluation
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Wergin, Jon F. – New Directions for Teaching and Learning, 1988
Each of the many methods or approaches to assessing student learning is based on a clear understanding of validity, reliability, course objectives, the advantages and disadvantages of different evaluation formats, and the ways assessment data will be used to improve instruction. (Author/MSE)
Descriptors: College Instruction, Educational Objectives, Evaluation Methods, Higher Education
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Carpenter, C. Blaine; Doig, James C. – New Directions for Teaching and Learning, 1988
There are now established methods and models to assess critical thinking in any discipline. The approach selected will depend on how critical thinking is defined, whether national norms are needed, and how the results will be used. (Author)
Descriptors: College Instruction, Critical Thinking, Evaluation Methods, Higher Education
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Greenfield, Lois Broder – New Directions for Teaching and Learning, 1987
Attempts to determine the skills that make people good problem solvers and some of the methods that have been developed to teach these skills are reviewed. Methods used by educators and psychologists to define, describe, or analyze problems and problem solving determine the method used to teach problem-solving skills. (Author/MLW)
Descriptors: Cognitive Processes, College Instruction, Computers, Critical Thinking
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McMillan, James H. – New Directions for Teaching and Learning, 1988
Emerging themes in student assessment include: (1) faculty need to specify skills and knowledge expectations for effective assessment; (2) assessment criteria must be established; (3) there are many ways to assess student learning; and (4) faculty must become more involved in assessment. (MSE)
Descriptors: Academic Standards, College Faculty, College Instruction, Educational Objectives
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Greenberg, Karen L. – New Directions for Teaching and Learning, 1988
Writing is central to learning and to evaluation of student progress. Holistically scored writing samples, portfolios, and evaluative grids provide effective assessments of writing proficiency and show students that writing is an essential communication skill. Writing assignments also can be used to evaluate learning in a discipline. (Author)
Descriptors: Assignments, College Instruction, Evaluation Methods, Higher Education
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Centra, John A.; Bonesteel, Peggy – New Directions for Teaching and Learning, 1990
Research on college teaching supports classifying teaching as much an art as a science. The expectation that student evaluation of teachers can result in exact teacher rankings is unrealistic and stifles the artistry in teaching. However, current evaluation techniques can yield broader classifications of effectiveness and help improve instruction.…
Descriptors: Classification, College Faculty, College Instruction, Educational Improvement
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Centra, John A. – New Directions for Teaching and Learning, 1996
Research indicates that colleagues, administrators, students, and alumni have all identified similar general characteristics of effective college teachers and teaching and can make valid evaluations of individual teachers. A proposed process for identifying teaching award winners has two stages: (1) nomination using a rating and description form;…
Descriptors: Administrator Attitudes, Alumni, College Faculty, College Instruction