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ERIC Number: ED349053
Record Type: RIE
Publication Date: 1992
Pages: 30
Abstractor: N/A
Reference Count: 0
The Formal Evaluation as an Impetus to Classroom Change: Myth or Reality?
Spencer, Patricia A.; Flyr, Mary L.
A study was conducted to determine the effects of the formal evaluation process (FEP) of two- and four-year college faculty on instructional improvement. A questionnaire was mailed to a random sample of 250 tenured faculty representing five colleges and universities. Respondents were asked to indicate whether three segments of the FEP (i.e., student, peer, and administrator evaluation) had led to changes in such areas as teaching strategies, classroom management, and basic philosophies of education. In addition, faculty perceptions of the FEP were gathered through four questions utilizing a Likert scale and one open-ended query. Survey findings, based on a 58% response rate, included the following: (1) of the three FEP segments, respondents were most likely to use student feedback as an impetus for change, but only in specific areas such as altering handout materials, changing the number of assignments, and changing the pacing of lectures; (2) 77% of the responses indicated that student evaluations were not taken into account; (3) 8% of the responses indicated that peer review had led to changes, mostly in the area of selecting a different textbook; (4) administrator feedback was credited as an impetus for change in only 2% of the responses; (5) 25% of changes were attributed to "other causes"; and (6) 73% of the respondents indicated that the FEP never or only occasionally lead to instructional improvement, and 64% indicated that follow-up support to assist in implementing change was never provided. A literature review, faculty responses, and recommendations are included in the study report. Contains 40 references. (MAB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A