NotesFAQContact Us
Search Tips
ERIC Number: ED368305
Record Type: RIE
Publication Date: 1994
Pages: 333
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-1-55542-635-2
Assessing Faculty Work: Enhancing Individual and Institutional Performance. Jossey-Bass Higher and Adult Education Series.
Braskamp, Larry A.; Ory, John C.
This book addresses issues in higher education faculty assessment with emphasis on the role of assessment in fostering development of individual faculty members and their institutions. Part 1 describes the role of faculty assessment with the first chapter outlining inadequacies in current approaches. The second chapter offers a perspective on assessment that emphasizes collegial activity and contributions to individual and institutional development and has three key components: expectations, evidence, and use. Part 2 defines the work of faculty and explores faculty expectations in chapters on classifying work and the importance of expectations. Part 3 covers collecting and organizing assessment evidence in chapters on a strategy for collection, source credibility, and the portrayal of faculty work. Part 4 examines how to use assessment evidence in chapters on the appropriate uses of evidence and practical guidelines to enhance individual and administration use of assessment. Part 5 presents and describes seven different methods and techniques that can be used to collect assessment evidence: (1) written appraisals; (2) rating scales and checklists; (3) interviews; (4) observations and videotaping; (5) indicators of eminence, quality, and impact; (6) achievement and outcome measures; and (7) records and portfolios. Appended are extensive practical resources and samples including forms, measurement instruments, guidelines, and surveys. Includes name and subject indexes. (Contains over 300 references.) (JB)
Jossey-Bass Inc., 350 Sansome Street, San Francisco, CA 94104 ($32.95).
Publication Type: Books; Information Analyses; Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Policymakers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A