The Unintended Consequences of Grading Teaching

Autor/in	Smith, Holly
Titel	The Unintended Consequences of Grading Teaching
Quelle	In: Teaching in Higher Education, 17 (2012) 6, S.747-754 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2012.744437
Schlagwörter	Student Evaluation; Teacher Effectiveness; Student Evaluation of Teacher Performance; Higher Education; Peer Evaluation; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Großbritannien
Abstract	This article examines the possibility of a "Teaching Assessment Exercise" and attempts to quantify teaching quality as part of performance management schemes for academics. The primary sources of data are identified as student evaluation of teaching (SET) and peer observation of teaching (POT). The conceptual and empirical issues in developing valid and reliable teaching quality indices from SET and POT are critically reviewed. The difficulties of using such data for academic performance management are discussed, focusing on the tensions between using such data both formatively for professional development and summatively for decisions about employment. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10