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ERIC Number: ED218308
Record Type: RIE
Publication Date: 1982
Pages: 24
Abstractor: N/A
Reference Count: 0
Faculty Uses of Evaluative Information.
Braskamp, Larry A.; And Others
Professors were interviewed to ascertain the evaluative information they collected about their professional activities. Student ratings were used by most faculty to evaluate their teaching. Almost all received peer reviews of research productivity. Qualitative evaluative information was seen as more credible than objective ratings when used for course improvement. Informal peer and editorial reviews of their research and scholarship were viewed as more credible than evaluations of instructional competence. Professors at all levels desired feedback on performance from their department administrator. Initial reaction to evaluative information was often emotional and affective. Full professors showed a greater reliance and trust in their own judgment and assessment. They became more tolerant of evaluations. The use of evaluative information for examining and changing career aspirations and choices varied with the rank of the professor. The feedback on research and scholarship also varied. As their professional role changes, faculty expand their definitions of professional success. With experience, professors became more self-reliant and used an internal set of standards against which they compared new evaluative information. Faculty preferred to be trusted and not evaluated, but realized knowledge of errors was necessary for improvement. They appreciated the importance of evaluations. (DWH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A