We discuss Chinese students' assessment of key qualities of excellent teaching based on a study of master teaching using the Teacher Behavior Checklist. Although male and female students agreed on several qualities, we also found several interesting gender differences in students' perceptions of the qualities that constitute master teaching.

We studied Brazilian faculty and psychology undergraduates' perspectives on excellent teaching using the Teacher Behavior Checklist. In two studies, we found that students and teachers showed strong agreement with those TBC items relevant to developing a profile of excellent teachers and that students valued some qualities more than others in…

Illustrates how the scholarship of teaching could be assessed, recognized, and rewarded, addressing both formative and summative evaluations. Addresses the question of who should determine the standards and criteria by which to review and critique the scholarship of teaching and whether studies in the scholarship of teaching should be required to…

Discusses influences on the definition of scholarship (such as discipline, priorities of the institution and academic unit, and interests of the individual), traces recent developments in how the scholarly role of faculty members is viewed, and recommends an institutional approach for bringing fairness and quality into faculty reward systems. (EV)

Reviews the literature on teaching awards and then examines a specific case, the Alan P. Stuart Award for Excellence in Teaching at the University of New Brunswick, using Menges's three tests of effective awards. Suggests that examining the strengths and weaknesses of institutional teaching awards can help illuminate the processes involved in…

Discusses the often difficult process of evaluating teaching effectiveness in terms of student learning outcomes. Suggests approaches for micro- and macro-level teacher evaluation using student outcomes. (EV)

Advises professors with limited technological experience on how to use features of their existing computer networks to communicate assessment expectations to their on-line students. Explains how e-mail and Web postings can serve this purpose. (EV)

Explores user interface and instructional design of on-line materials. Examines such criteria as accessibility, aesthetic appeal, consistency and layout, customizability and maintainability, help and support documentation, intimacy and presence, and metaphors and maps. (EV)

Portfolios provide an opportunity for college students to participate actively in learning by selecting materials and engaging in self-assessment. Development of a portfolio should take into account its structure, the kind of evidence it will contain, when and how the instructor and student will assess the work, and what will happen to it at the…

College-level student inquiry projects are not easy to evaluate within the parameters of the academic grading system. One form of rubric-guided assessment has specific advantages in addressing both performance and product by allowing weighting of criteria, flexibility of criteria and standards based on the project, defining the major aspects of…

Examples are provided about ways to change professional and ethical practices to promote the creation of a culture that facilitates and equitably recognizes collaboratively produced scholarship. (Contains 1 table.)

Describes the history, goals, and applications of the teaching portfolio as an alternative teaching assessment. (EV)

Suggests two ways to make grading of writing easier, fairer, more helpful to students: first, using minimal grades or fewer levels of quality, and, second, using criteria that spell out the features of good writing sought in the assignment. Discusses minimal grading techniques in contexts of low-stakes writing, high-stakes writing, the final…

To address concerns that college students do not develop adequate oral communication skills, guidelines are offered to faculty for designing oral presentation assignments within their courses, developing grading criteria, guiding students in their preparation for speaking, and addressing some of the unique challenges of this process, which include…

Offers a framework for approaching evaluation of practical experience, specifically in the field of elementary school teacher education, arguing that such evaluation should be longitudinal, contextualized, and collaborative. Portfolio development is found to be a powerful tool in this process, and both a rubric and criteria for assessing…