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"Higher education has yet to establish a universally accepted definition of the characteristics and skills necessary for teaching excellence," according to Raoul Arreola (2000), author of the authoritative guide Developing a Comprehensive Faculty Evaluation System  (p. 98). Yet many people claim to know "good" teaching when they see it; they simply don't know how to document it in a valid and reliable way. Whether you are trying to assess your own teaching or someone else's, whether you need data for improving instruction and identifying professional development needs  (formative evaluation) or assessing learning outcomes and making personnel decisions (summative evaluation)--this site offers you a select set of online tools for collecting, analyzing, interpreting, and using data to evaluate teaching. These tools will help you evaluate what Arreola refers to as the five "components" of teaching: (a) instructional design, (b) instructional delivery, (c) instructional assessment, (d) content expertise, and (e) course management (p. 24).  As you will see, combining these tools will produce the most valid and reliable evaluation; indeed, the experts cited here agree that decisions related to performance outcomes should never rely upon a single source of data. So click the links above to access a myriad of tools that you can combine to gather data from self-assessment, student evaluation or performance, peer review, and administrative review. 



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Photo by: Kerry-Ann Hamilton


Aleamoni, L. M. (1987). New directions for teaching and learning:  No. 31. Techniques for evaluating and improving instruction. San Francisco, CA: Jossey-Bass.

American Association of University of Professors. (1990). Statement on teaching evaluation (10th ed.). Washington, DC: Author.

American Council on Education. (2000). Good practice in tenure evaluation: Advice for tenured faculty, department chairs, and academic administrators. Washington, DC: Author.

Arreola, R.A.  (2000). Developing a comprehensive faculty evaluation system: A handbook for college faculty and administrators on designing and operating a comprehensive faculty evaluation system.  (2nd ed.).  Boston:  The University of Tennessee-Memphis.

Bain, K. (2004). What the best college teachers do. Boston, MA: Harvard University Press.

Berk, R. A. & Theall, M. (2006). Thirteen strategies to measure college teaching. Sterling, VA: Stylus Publishing.

Braskamp, L.A., & Ory, J.C. (1994). Assessing faculty work: Enhancing individual and institutional performance. San Francisco, CA: Jossey-Bass.

Centra, J.A. (1979). Determining faculty effectiveness. San Francisco, CA: Jossey-Bass.

Centra, J.A. (1993). Reflective faculty evaluation: Enhancing teaching and determining faculty effectiveness. San Francisco, CA: Jossey-Bass.

Grasha, A. F. (1977). Assessing and developing faculty performance: Principles and models. Cincinnati, OH: Communication and Education Associates.

Kember, D., Rosa, M. & McNaught, C. (2006). Excellent university teaching. Sha Tin, N.T., Hong Kong: The Chinese University Press.

Lee, V. S. (2004) Teaching and learning through inquiry: A guidebook for institutions and instructors. Sterling, VA: Stylus Publishing.

Miller, R.I. (1972). Evaluating faculty performance. San Francisco, CA: Jossey-Bass.

Miller, R.I. (1987). Evaluating faculty for promotion and tenure. San Francisco: Jossey-Bass.

Ryan, K.E. (Ed.) (2000). New direction for teaching and learning: No. 43. Evaluating teaching in higher education: A vision for the future. San Francisco: Jossey-Bass.

Seldin, P. (1980). Successful faculty evaluation programs: A practical guide to improve faculty performance and promotion/tenure decisions. Cruger, NY: Coventry Press.

Seldin, P. (1999). Changing practices in evaluating teaching: A practical guide to improved faculty performance and promotion/tenure decisions.  Bolton, MA: Anker.

Seldin, P. (2006). Evaluating faculty performance: A practical guide to assessing teaching, research, and service. National Academies Press.

Theall, M. (2004). Faculty evaluation. The National Teaching and Learning Forum POD Network.

Thomas, V.G. & Stevens, F.I.  (2004). New Directions for Evaluation: 101.Co-constructing a contextually responsive evaluation framework: The talent development model of reform.  San Francisco: Jossey-Bass.

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