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Assessing the quality of teaching.
1Department of Internal Medicine at the University of Texas Medical Branch at Galveston, USA.
The American Journal of Medicine
|May 4, 1999
Summary
Peer evaluations offer a more objective and reliable method for assessing teaching quality compared to traditional student surveys. This approach provides valuable feedback for faculty development and can support career advancement decisions.
Area of Science:
- Educational Assessment
- Higher Education Pedagogy
- Faculty Development
Background:
- Defining and evaluating teaching quality is challenging.
- Traditional teacher evaluation relies heavily on student surveys.
- Existing methods for course quality assessment are often unsatisfactory.
Purpose of the Study:
- To explore more objective and effective methods for evaluating teaching quality.
- To investigate the utility of peer evaluations in faculty assessment.
- To identify strategies for improving course quality evaluation.
Main Methods:
- Implementing peer evaluations as a primary assessment tool.
- Utilizing faculty portfolios to document teaching accomplishments.
- Considering the incorporation of feedback from diverse stakeholders for course evaluation.
Main Results:
- Peer evaluations provide a valid, reliable, and objective assessment of teaching.
- Peer feedback can be effectively integrated into faculty development programs.
- Peer evaluations offer data for promotion, tenure, and salary decisions.
Conclusions:
- Peer evaluations are a valuable and recommended method for assessing teaching quality.
- Incorporating stakeholder feedback and focusing on curricular outcomes can improve course evaluation.
- A combined approach of student surveys and skills assessment remains a practical method for course quality assessment.