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ERIC Number: ED179171
Record Type: RIE
Publication Date: 1979
Pages: 9
Abstractor: N/A
Reference Count: 0
Criteria Problems in Assessing Teaching Performance.
McGee, Reece
The need to consider teaching evaluation criteria within the social structural and normative background within which college teaching takes place is discussed, along with the need to consider the substantive content of the criteria. In research-oriented American universities many feel that one cannot be promoted for teaching because institutional reward is positively correlated with research publication and other scholarly activity. One reason for this phenomena is that there is no tradition for concern with quality of instruction. A second structural phenomenon is that the major universities of the United States adopted the German model of scholarship, a disciplinarv model, with the laboratory and speculative investigation at the center of the faculty member's role rather than the transmission of knowledge to students. The third phenomenon is that during the great research expansion of World War II, and the two decades following it, the academic profession and institutions of America adopted the researcher role as the academic role model. The research-oriented value system might be amenable to change if an appropriate methodology for the evaluation of teaching were invented. One of the general problems regarding the assessment of teaching is the absence of conventional agreement on what constitutes good teaching. A possible approach to this problem is to list behaviors essential for minimal satisfaction in teaching performance. (SW)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the annual meeting of the American Sociological Association (1979)