A professor outlines four types of college faculty evaluation (by superiors, by students, by peers, and by outsiders). His attitude toward basic assumptions underlying evaluation is analyzed in terms of values concerning the nature of knowledge, hierarchies, and teaching. Encouraged is evaluation with consultative and open procedures, tangible and…

A study at the University of Queensland found that faculty who had been evaluated more than once generally had a higher rating on the second evaluation, with no clear relationship to the length of time between evaluations. (MSE)

Information obtained from department heads as well as from staff highlight the difficulties of heads who have to make evaluative statements on departmental staff that may further or slow down their career. Heads may have positional authority, but academic conventions often prevent heads from exercising it. (Author/MLW)

It is argued that to judge faculty competence, the range of knowledge, skills, and attitudes constituting competence must be established, and that competence is composed of preparation for teaching, engagement in teaching, and professional development. Sources of evaluation data are discussed and increased documentation of teaching achievement is…

The different indices currently in use for evaluating research, teaching, and service activities are surveyed. The use of these criteria are discussed in view of the shifting framework of evaluation in the university from that based on promotion and tenure decisions to one based on institutional review. Author/MLW)

Following an examination of the value, structural, and interpersonal context in which university teaching takes place, an innovation perspective is discussed that explains the process of innovation in terms of the characteristics of the host system. (Author/MLW)

Assessment for Instructional Development (AID), a behaviorally referenced class questionnaire, is described. The characteristics and capabilities of the system are outlined. Three typical uses of the system are illustrated, and the questionnaires are appended. (Author/MLW)

A survey of faculty reactions to being videorecorded while lecturing is discussed. Material is included on teachers' anticipations prior to the taping, their reactions after the session, including comments on personal presentation, on the anxiety of the experience, and on their teaching. (Author/MLW)

A study of the usefulness of time analysis as a method of teacher self-evaluation suggests that while the method can be of value, it raises major issues in department management, especially in British and Welsh public institutions. The implications for faculty accountability and participation in decision making are also examined. (MSE)

A survey of teachers of Further Education colleges in Wales concerning introduction of a formal evaluation system in their institutions gathered information through a workshop (n=72) and questionnaire (n=60). Results indicate teachers generally did not welcome a formal appraisal system but felt any system should offer encouragement in improving…

In response to the Jarratt Report, British university faculty attitudes toward the use of performance indicators for evaluating departments and individual faculty members are examined. The probable direction of the administrative use of performance indicators is discussed. An interview schedule and additional suggestions are appended. (Author/MSE)

After 98 lecture and 43 course evaluations, rating scales used by students to evaluate faculty at Victoria University of Wellington (New Zealand) were subjected to factor analysis. It was found that pooling ratings from different teaching situations made possible preparation of a teaching performance profile improving the information's reliability…

The evaluation of teaching and the assessment of teachers are seen as similar activities with different aims. This point is argued on the basis of experience with established practice in higher education and through a comparison with practices in other professions. A model is constructed. (Author/MLW)

A study sought British medical students' perceptions of the most and least enjoyable and best- and worst-taught clerkships in their medical school experience and the characteristics associated with these clinical experiences. (MSE)

Recent research on formative and summative evaluation concluded that: (1) student ratings are most common and increasing in popularity; (2) student ratings are reliable; (3) evaluations influence salary, tenure, and promotion; (4) evaluations improve teaching effectiveness; (5) faculty satisfaction varies with institutional context; and (6)…