A Better Way to Evaluate Undergraduate Teaching

Autor/in	Wieman, Carl
Titel	A Better Way to Evaluate Undergraduate Teaching
Quelle	In: Change: The Magazine of Higher Learning, 47 (2015) 1, S.6-15 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
DOI	10.1080/00091383.2015.996077
Schlagwörter	Higher Education; Undergraduate Study; Teacher Evaluation; STEM Education; Research Universities; Teaching Methods; Instructional Effectiveness; Academic Achievement; Correlation; Teacher Effectiveness; Measures (Individuals); Educational Practices; Scores + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Grundstudium; Teacher appraisal; Lehrerbeurteilung; STEM; Forschungseinrichtung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Schulleistung; Korrelation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Messdaten; Bildungspraxis
Abstract	Current methods of evaluating teaching in colleges and universities fail to encourage, guide, or document teaching that leads to improved student learning outcomes. Here the author presents a measure of teaching quality that is correlated with desired student outcomes, free from large confounding variables, and that can be used to compare the quality of teaching between faculty members, departments, and institutions. In contrast with current methods for evaluating undergraduate teaching, it is appropriate to incorporate the inventory into the institutional incentive system. It also provides a way for faculty members, departments, and institutions to support claims of teaching commitment, improvement, and quality. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01