PERC 2020 Abstract Detail Page
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| Abstract Title: | Assessment of teaching effectiveness: Lack of alignment between instructors, institutions, and research recommendations |
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| Abstract: | Ideally, instructors and their institutions would have a shared set of metrics by which they determine teaching effectiveness. We asked 72 physics instructors to describe how they and their institutions assess teaching effectiveness. Results suggest that institutions typically base most or all of their assessment of teaching effectiveness on student evaluations of teaching. Instructors, on the other hand, base most or all of their assessment of teaching effectiveness on student exam performance and nonsystematic formative assessments. Few institutions and instructors use assessment practices suggested by the research literature. In general, instructors are much more positive about the methods they use to evaluate their teaching than the methods their institutions use to evaluate their teaching. Both instructors and institutions could benefit from broadening the assessment sources they use to evaluate teaching effectiveness through increased use of standardized measures based on student learning and greater reliance on systematic formative assessment. |
| Abstract Type: | Symposium Talk |
| Parallel Session: | Assessing Teaching Effectiveness: We Need More Than Just Student Evaluations |
Author/Organizer Information | |
| Primary Contact: |
Charles Henderson Western Michigan University |
| Co-Author(s) and Co-Presenter(s) |
Chandra Turpen and Melissa Dancy |
