To promote compatibility within the university, standards should be reviewed, understood, and accepted by all groups involved in the promotion and tenure review process.Įffective teaching evaluation must be individualized. Teaching evaluation systems can be flexible to accommodate diversity in instructional methods (e.g., lecture, discussion, lab, case study, small group interaction, practicum, studio, field work, clinical work, etc.). This is also true for interdisciplinary instruction. Since different disciplines require different methods and settings for instruction, they require different methods and criteria for evaluation. Departments and schools can then take responsibility for developing their own evaluation methods and evaluation criteria. Before departments and schools adopt teaching evaluation systems, the faculty members should determine their criteria for effective teaching. To ensure that the evaluation system adopted is credible and acceptable, faculty members must have a strong hand in its development. Faculty, departmental and school responsibilities.The most important consideration in teaching evaluation, both for improvement purposes and for personnel decisions, is the use of multiple methods of teaching evaluation involving multiple sources of data.
Equally important, the process of discussing and crafting evaluation systems focuses attention on the practice of good teaching and helps to create a culture in which teaching is highly valued. However, by thinking carefully about the purposes of evaluation, and by crafting multiple methods of evaluation that suit those purposes, one can devise evaluation systems that are reliable, valid, and fair. Just as there is no simple system for evaluating the quality of faculty research, there is no simple system for evaluating the quality of faculty teaching.
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