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Evaluating and Observing Faculty: Information and Resources

Evaluating and Observing Faculty: Information and Resources

Why Evaluations and Observations?
The purpose of the faculty evaluation is to let your faculty know the effectiveness
of the class in teaching the intended material and their effectiveness in facilitating
your learning. It is an opportunity to let them know what worked well, and what can
be improved upon. Faculty Evaluations (Evergreen State College)

Faculty Peer Review Resources

Faculty Peer Review
Western Washington University (Lehigh University)
Faculty Handbook

Student Evaluations (Link)
Provides links to some relevant websites such as "Analyzing Student End of Course Written Comments" and Making Sense of Student Evaluations" (Lehigh University).

Faculty Peer Evaluations (Link)
contains a list of General Resources and Online Course Resources provides links to websites and documents on faculty peer evaluations. Examples of resources linked to include Peer Review Guide for Online Courses (Penn State) and Peer Reviews of Teaching: A Best Practices Guide (California State Univ. - Northridge).

Addressing Teacher Evaluation Appropriately
American Psychological Association (2020)

Teachers have a clear and important impact on student learning. We have long known that teachers impact student achievement. Thus, considerable policy attention, time, and effort have focused on teacher evaluation. Our recommendations for teacher evaluation include placing more emphasis upon improving teaching rather than stratifying teachers in terms of their effectiveness.

Addressing Teacher Evaluation Appropriately

Addressing Teacher Evaluation Appropriately
American Psychological Association (2020)

Teachers have a clear and important impact on student learning. We have long known that teachers impact student achievement. Thus, considerable policy attention, time, and effort have focused on teacher evaluation. Our recommendations for teacher evaluation include placing more emphasis upon improving teaching rather than stratifying teachers in terms of their effectiveness.

Meta-Analysis of Faculty's Teaching Effectiveness: Student Evaluation of Teaching Ratings and Student Learning are Not Related

Meta-Analysis of Faculty's Teaching Effectiveness: Student Evaluation of Teaching Ratings and Student Learning are Not Related
Studies in Educational Evaluation (2017)

ABSTRACT – Student evaluation of teaching (SET) ratings are used to evaluate faculty's teaching effectiveness based on a widespread belief that students learn more from highly rated professors. The key evidence cited in support of this belief are meta-analyses of multi-section studies showing small-to-moderate correlations between SET rating sand student achievement. . . .We re-analyzed previously published meta-analyses of the multi-section studies and found that their findings were an artifact of small sample sized studies and publication bias. Whereas the small sample sized studies showed large and moderate correlation, the large sample sized studies showed no or only minimal correlation between SET ratings and learning. Our up-to-date meta-analysis of all multi-section studies revealed no significant correlations between the SET ratings and learning. These findings suggest that institutions focused on student learning and career success may want to abandon SET ratings as a measure of faculty's teaching effectiveness.

How Do We Evaluate Teaching? Findings From a Survey of Faculty Members

How Do We Evaluate Teaching? Findings From a Survey of Faculty Members
By Craig Vasey and Linda Carroll
American Association of University Professors
May/June 2016
(Link)

First Paragraph: In fall 2014, the AAUP’s Committee on Teaching, Research, and Publication conducted a survey to gather information about how colleges and universities evaluate teaching and use the results. The committee hoped that this survey would help faculty members improve evaluation practices at their institutions and enable them to defend themselves and their colleagues more effectively against the misuse of student evaluations. A few respondents explicitly expressed the hope that the AAUP would provide a list of best practices or recommended guidelines.

Benchmarks for Teaching Effectiveness

Benchmarks for Teaching Effectiveness
Univ. of Kansas Center for Teaching Excellence (2017)

The Center for Teaching Excellence has developed a framework called Bench-marks for Teaching Effectiveness to support better methods of reviewing, documenting, and evaluating teaching. The framework is organized around a multidimensional rubric for reviewing faculty teaching. Seven rubric dimensions (below) have been designed to capture teaching in its totality. The rubric includes guiding questions and defined expectations for each dimension (see reverse). Departments are encouraged to adapt the rubric to t disciplinary expectations and to weight areas most meaningful to the discipline.

Effective Evaluation of Teaching: A Guide for Faculty and Administrators

Effective Evaluation of Teaching: A Guide for Faculty and Administrators
Kite, Mary (ed.). Effective Evaluation of Teaching: A Guide for Faculty and Administrators. 2012

This book (available on pdf) contains chapters listed in its Table of Contents:

Conducting Research on Student Evaluations of Teaching
Choosing an Instrument for Student Evaluation of Instruction
Formative Teaching Evaluations: Is Student Input Useful?
Using Student Feedback as One Measure of Faculty Teaching Effectiveness
Bias in Student Evaluations Susan A. Basow and Julie L. Martin, Lafayette College On-line Measures of Student Evaluation of Instruction
What’s the Story on Evaluations of Online Teaching?
Using Course Portfolios to Assess and Improve Teaching
Peer Review of Teaching