Some benchmarks of a teaching evaluation system for summative use

✍ Scribed by Grace French-Lazovik

• Publisher: John Wiley and Sons
• Year: 1982
• Tongue: English
• Weight: 149 KB
• Volume: 1982
• Category: Article
• ISSN: 0271-0633
• DOI: 10.1002/tl.37219821109

✦ Synopsis

This list of benchmarks is presented instead of a summary of the previous chapters. With only a few exceptions, the items on it are taken from the chapters, but their full meaning can be understood and their importance appreciated only by reading what each author has to say.

While its repetition constitutes an embarrassment, nevertheless the overwhelming importance of one principle requires continual emphasis; that principle is that none of these procedures will work unless an institution's administrators are honestly committed to improving the teaching of their faculty through just and humane policies. Nor is that enough; faculty must also be convinced of that commitment.

1. The evaluation procedures and policies must have the support (and during development or revision, the involvement) of top academic administrators. 2. Faculty must have participated, through committees and through general meetings, in the planning of the system, and they must be aware of their impact on the policies developed. 3. Evaluation expertise must be available to help plan, guide, and monitor the system.