Twelve potential sources of evidence to measure teaching effectiveness are critically reviewed: (a) student ratings, (b) peer ratings, (c) self-evaluation, (d) videos, (e) student interviews, (f) alumni ratings, (g) employer ratings, (h) administrator ratings, (i) teaching scholarship, (j) teaching awards, (k) learning outcome measures, and (l) teaching portfolios. National standards are presented to guide the definition and measurement of effective teaching. A unified conceptualization of teaching effectiveness is proposed to use multiple sources of evidence, such as student ratings, peer ratings, and self-evaluation, to provide an accurate and reliable base for formative and summative decisions. Multiple sources build on the strengths of all sources, while compensating for the weaknesses in any single source. This triangulation of sources is recommended in view of the complexity of measuring the act of teaching and the variety of direct and indirect sources and tools used to produce the evidence.

/pdf/survey-of-12-strategies-to-measure-teaching-effectiveness-j73yhoo7pg.pdf

Survey of 12 Strategies to Measure Teaching Effectiveness

The previous decade witnessed significant advancements in the scholarship of teaching at the levels of both theory building and program development Notwithstanding these achievements, there remains considerable ambiguity regarding the meaning of the concept This ambiguity has implications for faculty evaluation Excellence in teaching, expertise in teaching, and the scholarship of teaching are analyzed according to the nature and sources of knowledge construction underlying each Practical examples are included to illustrate differences It is argued that excellence in teaching and the scholarship of teaching are both important but should be recognized and rewarded in their own right

Teaching Excellence, Teaching Expertise, and the Scholarship of Teaching

Although the student evaluation of teaching has been extensively researched, no general consensus has been reached about the validity of the process. One contentious issue has been the relationship between the evaluations and learning. If good instruction increases the amount of learning that takes place, then learning and the evaluations should be validly related to each other. A review of the literature shows that attempts to find such a nomological relationship has been complicated by practice, methodology, and interpretation. A meta-analysis of the literature shows that a small average relationship exists between learning and the evaluations but that the association is situational and not applicable to all teachers, academic disciplines, or levels of instruction. It is concluded that the more objectively learning is measured, the less likely it is to be related to the evaluations.

/pdf/student-evaluations-of-teaching-are-they-related-to-what-1bikx5zd3p.pdf

Student Evaluations of Teaching: Are They Related to What Students Learn?--A Meta-Analysis and Review of the Literature.

This study used a multistage mixed-methods analysis to assess the content-related validity (i.e., item validity, sampling validity) and construct-related validity (i.e., substantive validity, structural validity, outcome validity, generalizability) of a teaching evaluation form (TEF) by examining students’ perceptions of characteristics of effective college teachers. Participants were 912 undergraduate and graduate students (10.7% of student body) from various academic majors enrolled at a public university. A sequential mixed-methods analysis led to the development of the CARE-RESPECTED Model of Teaching Evaluation, which represented characteristics that students considered to reflect effective college teaching—comprising four meta-themes (communicator, advocate, responsible, empowering) and nine themes (responsive, enthusiast, student centered, professional, expert, connector, transmitter, ethical, and director). Three of the most prevalent themes were not represented by any of the TEF items; also, endo...

Students’ Perceptions of Characteristics of Effective College Teachers: A Validity Study of a Teaching Evaluation Form Using a Mixed-Methods Analysis

Excellence in teaching is now a competitive imperative atmost business schools. Management educators face the challenge of creating learning environments that engage, inspire, and motivate students...

/pdf/creating-active-learning-in-the-classroom-a-systematic-4g3k77k7lq.pdf

Creating Active Learning in the Classroom: A Systematic Approach

In order to assess, recognize, and reward the scholarship of teaching, it is critical to define its characteristics and outcomes. This chapter discusses evaluation criteria for both formative and summative purposes.

Assessing the Scholarship of Teaching: Valid Decisions from Valid Evidence.

The use of technology can help streamline and improve teaching evaluation as long as we ensure that basic principles of good practice are upheld.

Using Technology To Facilitate Evaluation.

Can We Put Precision into Practice? Commentary and Thoughts Engendered by Abrami's "Improving Judgments about Teaching Effectiveness Using Teacher Rating Forms.".

Thirteen strategies to Measure college teaching , Thirteen strategies to Measure college teaching , کتابخانه مرکزی دانشگاه علوم پزشکی تهران 

Thirteen Strategies to Measure College Teaching

Through a half-century of research on student ratings, the constant quest has been to prove or disprove the existence of biasing factors. What have we learned, and what has happened as a result? This chapter examines some of these supposed biases and presents some guidelines for improving practice.

Looking for Bias in All the Wrong Places: A Search for Truth or a Witch Hunt in Student Ratings of Instruction?.

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