Faculty Orientations toward Teaching and the Use of Teaching Portfolios for Evaluating and Improving University-Level Instruction.

Autor/in	Robinson, Jack
Titel	Faculty Orientations toward Teaching and the Use of Teaching Portfolios for Evaluating and Improving University-Level Instruction.
Quelle	(1993), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Accountability; Accounting; College Faculty; Course Evaluation; Dental Assistants; Departments; Educational Improvement; Educational Research; Evaluation Criteria; Evaluation Methods; Higher Education; Interviews; Portfolios (Background Materials); Sociology; Teacher Attitudes; Teacher Evaluation; Teacher Response; Universities + Suchen Sie Ihr Suchwort? Verantwortung; Abrechnung; Buchführung; Buchhaltung; Fakultät; Department; Abteilung; Teaching improvement; Unterrichtsentwicklung; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interviewing; Interviewtechnik; Soziologie; Lehrerverhalten; Teacher appraisal; Lehrerbeurteilung; Lehrerkommentar; University; Universität
Abstract	Faculty members' reactions to constructing and evaluating course portfolios were examined, and how that process might be improved was explored as part of an annual evaluation of teaching. Three college departments (sociology, accounting, and dental hygiene and assisting) volunteered to use portfolio review in the 1991-92 school year. In all, 22 faculty members from these departments were interviewed about the portfolio development process (approximately 53 to 64 percent of the faculty members in each department). Overall, the portfolio development process did not work well. Most faculty members felt that they did not get anything out of constructing the course portfolios, that the portfolios did not capture their ideas about teaching, and that making judgments about the portfolios for evaluation purposes was difficult. Faculty members generally thought that the criteria were not explicit enough to use for faculty evaluation. Anytime a department chooses to conduct a portfolio review, it must recognize the time-consuming nature of the portfolio construction and evaluation process. Some suggestions are made for implementing course portfolios without using them for accountability purposes too early in the process. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01