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Abstract Title: Holistic Teaching Evaluations and Knowledge in Use
Abstract: A growing body of work is cementing the need to move past problematic end-of-the-semester, student evaluations as the main method of evaluating teaching. Certainly, reducing the complex process of instruction and its results to even handful of numbers should be expected to be inaccurate. To address these concerns, work at Michigan State University is ongoing to create a more holistic evaluation of teaching grounded not just in student feedback but also reflection by the instructors themselves. Of particular importance is the focus not just on the content taught but on students putting that knowledge to use. From this perspective, we believe that the Scientific Practices of the Next Generation Science Standards offer a boon to both instruction and the evaluation thereof, the implementation of which have been studied at the college level by our research team.
Abstract Type: Symposium Talk
Parallel Session: Assessing Teaching Effectiveness: We Need More Than Just Student Evaluations

Author/Organizer Information

Primary Contact: Paul Bergeron
Michigan State University