Building Effectiveness in Teaching through Targeted Evaluation and Response: Connecting Evaluation to Teaching Improvement in Higher Education

From Section:
Assessment & Evaluation
Oct. 11, 2008

Source: Assessment and Evaluation in Higher Education. Vol. 33, Iss. 5; pg. 517. Oct 2008 

This article describes the development of a model for integrating student evaluation of teaching results with academic development opportunities.
The model is described in new ways that take into account theoretical and practical developments in both fields.

The model is described in terms of five phases or components:
(1) the basic student evaluation system;
(2) an interpretive guidance system that helps lecturers understand and interpret their results;
(3) a longitudinal reporting system that initiates opportunities for staff to engage in personal and professional development in the context of a learning community;
(4) a structured professional development programme that builds a faculty learning community, in which the members utilise extended cycles of evaluation based on
(5) a comprehensive evaluation model designed to develop and encourage the collection of  evaluation data from a variety of sources concerning the quality and impact of teaching: 
the teacher; student learning outcomes; student experience; and the teacher's peers.

Updated: Nov. 06, 2019
Evaluation | Higher education | Improvement | Models | Students | Teaching