Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/15890
Title: An attempt to evaluate teaching quality : one department's story
Authors: MacAlpine, M
Issue Date: 2001
Publisher: Routledge, Taylor & Francis Group
Source: Assessment and evaluation in higher education, 2001, v. 26, no. 6, p. 563-578 How to cite?
Journal: Assessment and evaluation in higher education 
Abstract: University academic staff generally assume that their promotion or otherwise depends more on their research output than on their teaching ability. Why? Because research is perceived as readily measurable, whereas teaching quality is perceived as hearsay evidence, or, at best, determined by student feedback questionnaires (SFQs). In universities where SFQs are taken into account many staff are no happier as they feel these are biased, or at least flawed, indicators. The Departmental Teaching and Learning Committee of the author's university department decided to try developing a Teaching Evaluation Index which comprised a weighted sum of three indicators: SFQs, in-class peer evaluation and teaching portfolio quality. All three of these elements have their limitations, of course, but in combination the bias in one may, to a large extent, balance out the biases in the others and give a reasonably reliable indicator of teaching ability.
URI: http://hdl.handle.net/10397/15890
ISSN: 0260-2938
EISSN: 1469-297X
DOI: 10.1080/02602930120093896
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