ERIC Number: ED331068
Record Type: RIE
Publication Date: 1991-Mar
Reference Count: N/A
Converting Faculty Assessment into Faculty Development: The Director of Composition's Responsibility to Probationary Faculty.
A survey of the literature of instructional evaluation, highlighting appropriate methods for encouraging, assessing, and documenting effective higher education English instruction, can aid English departments in search of valid measures of teaching effectiveness. Before a department can formalize any system of assessment, it must first establish some consensus about what constitutes good teaching based on the proportional emphasis assigned to each of the following areas: content expertise, instructional delivery skills, and instructional design skills. Although data relating to each of these instructional roles may come from a variety of sources, no single source is appropriate for assessing a teacher's effectiveness in all three. Student evaluation, peer evaluation, and self-evaluation all have strengths and weaknesses when used to evaluate teaching effectiveness. Two strategies for the development of effective assessment procedures are: (1) compilation of a current anthology of evaluative instruments and procedures validated within specific settings; and (2) establishment of a corpus of research in the area of teaching assessment by scholars in English study. (One figure and two notes are included; 41 references are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (42nd, Boston, MA, March 21-23, 1991).