Descriptor
| College Instruction | 2 |
| Data Collection | 2 |
| Higher Education | 2 |
| Information Utilization | 2 |
| Instructional Improvement | 2 |
| Faculty Evaluation | 1 |
| Feedback | 1 |
| Formative Evaluation | 1 |
| Information Needs | 1 |
| Summative Evaluation | 1 |
Source
| New Directions for Teaching… | 2 |
Author
| Gray, Peter J. | 1 |
| Lewis, Karron G. | 1 |
Publication Type
| Journal Articles | 2 |
| Guides - Non-Classroom | 1 |
| Opinion Papers | 1 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
Education Level
Audience
| Administrators | 2 |
| Practitioners | 2 |
| Teachers | 2 |
Location
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Peer reviewedLewis, Karron G. – New Directions for Teaching and Learning, 1991
There are many ways to collect information about college teaching. Many are quick, easy, and unintrusive, and are valuable supplements to the standard source of information, student ratings. A matrix of data needs and corresponding sources of course, instructor, and student information helps refine the information gathering process. (MSE)
Descriptors: College Instruction, Data Collection, Feedback, Higher Education
Peer reviewedGray, Peter J. – New Directions for Teaching and Learning, 1991
Assessment of college teaching is viewed broadly as the gathering of information for understanding and improving teaching as well as judging its quality. It is seen to play a crucial support role at each stage of instructional development: problem clarification, instructional design/redesign, and field testing and implementation. (MSE)
Descriptors: College Instruction, Data Collection, Faculty Evaluation, Formative Evaluation
