Areas of evaluation are identified in which the formative/summative distinction appears inadequate: (1) knowledge-generating evaluations aimed at conceptual use; (2) developmental evaluation; and (3) use of evaluation to support intervention or empower participants. An argument is also made for the effectiveness of feedback that cannot be…

Five steps for conducting a midterm evaluation of teaching rather than a standardized end-of-class evaluation are presented. Example outcomes are given, and observations about the process are discussed. Multiple values of midterm course evaluations are apparent for students, the instructor, and the designated evaluation facilitator. (SLD)