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ERIC Number: ED283444
Record Type: RIE
Publication Date: 1987
Pages: 5
Abstractor: N/A
Reference Count: 0
Translating Evaluation Results into Teaching Improvements.
Weimer, Maryellen Gleason
AAHE Bulletin, v39 n8 Apr 1987
Five problems concerning faculty evaluation are identified, along with seven proposed solutions. The problems are as follows: (1) summative and formative evaluation objectives are mixed; (2) most instructional evaluation is designed with institutional convenience in mind; (3) evaluation results are given impersonally; (4) most evaluation instruments used are homemade products that have not been empirically evaluated; and (5) evaluation results look precise, objective, and meaningful. These factors contribute negatively to faculty attitudes about evaluation and explain why evaluation results tend not to be translated into teaching improvements. Solutions may include: separating formative and summative evaluation but linking the results; allowing the individual faculty member to be in control of formative activities; de-emphasizing the evaluative and judgmental aspects of formative activities; promoting the idea that acquiring data on teaching behaviors and practices is needed to assure the integrity of the classroom; seeing formative evaluation in ways other than standardized machine-scorable forms; encouraging dialogue about formative evaluation; and rewarding faculty for instructional excellence. (SW)
Publication Type: Opinion Papers; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A