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ERIC Number: ED260603
Record Type: Non-Journal
Publication Date: 1985-Apr
Pages: 89
Abstractor: N/A
Reference Count: N/A
Instructional Evaluation for Development/Improvement: Fact or Fiction Based on a Case Study of Faculty Practices?
Davey, Kathleen B.; Sell, G. Roger
A study based on a randomly-selected sample of 41 Ohio State University faculty was conducted to examine faculty member's receipt and use of feedback about instruction-related activities. The faculty was also asked to identify issues relevant to evaluation practices and improvement of instruction. Faculty reported relatively little effort directed toward instructional improvement or faculty development. Faculty generally had little contact with colleagues regarding their teaching, courses, or their evaluation. Course structure, examinations, and teaching methods, in general, received little purposeful review other than faculty-initiated student ratings of teaching. Information is provided on faculty use of various feedback mechanisms, including promotion/tenure reviews, student evaluations of instruction, analysis of student performance on tests, and in-class observation by peers. In addition to a detailed examination of the findings and samples of faculty comments, implications of current practices on instructional quality within doctoral-granting institutions are discussed. Suggestions for action to improve current instructional evaluation practices are also offered. Appended are a one-page faculty background questionnaire and definitions of codes used to classify faculty interview data. (SW)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A