| Edition |
1st ed. |
| Description |
xx, 333 p. : ill. ; 24 cm. |
| Series |
The Jossey-Bass higher and adult education series |
|
Jossey-Bass higher and adult education series.
|
| Bibliography |
Includes bibliographical references (p. 291-318) and indexes. |
| Contents |
Part 1: Expanding the purposes and goals of faculty assessment -- The current status of faculty assessment -- A new perspective on faculty assessment and development -- Part 2: Setting expectations -- Defining faculty work -- Discussing expectations -- Part 3: Collecting and organizing evidence -- Gathering acceptable and trustworthy evidence -- Establishing the credibility of the evidence -- Constructing a full portrayal of faculty work -- Part 4: Using evidence in faculty assessment -- Clarifying appropriate uses of assessment evidence -- Enhancing assessment's value to individual faculty members -- Enhancing institutional uses -- Part 5: Methods of collecting evidence -- Written appraisals -- Rating scales and checklists -- Interviews -- Observations and videotaping -- Indicators of eminence, quality, and impact -- Achievement and outcome measures -- Records and portfolios -- Epilogue -- Resources -- A. Faculty development plan -- B. Two by two: colleagues as partners in faculty assessment -- C. Campus guidelines for assessing faculty -- D. Student course evaluation research form -- E. IDEA student survey form -- F. Sample ICES form -- G. Advising survey -- H. Sample form for performance review by a colleague -- I. Sample evaluation form for self-review -- J. Classroom observation rating form -- K. Sample approach to explaining terms used in assessment -- L. Evaluation of quality of research -- M. Sample questions for evaluation of course material. |
| Summary |
Today's faculty members, like other professionals, find themselves caught between the pursuit of individual gain and the common good. Society is increasingly demanding that faculty demonstrate social responsibility toward both the institution and the larger community. This book is a practical resource for fostering and assessing faculty achievements in all aspects of their work: teaching, research, practice, and citizenship. Larry A. Braskamp and John C. Ory show that the assessment process can and must be tied to faculty development, and they explain how collegial activity and continuous improvement are important to strong performance. They identify three major elements of faculty assessment - setting expectations, collecting and organizing evidence, and using evidence - and suggest several key goals for the assessment process. The authors also show how multiple perspectives enhance the credibility of assessment, and they describe sources of evidence, including faculty members themselves, faculty colleagues, students, and experts. Specific techniques used to collect evidence are provided, as well as summaries of research on the effectiveness of each procedure. |
| Subject |
College teachers -- Rating of -- United States.
|
|
College teaching -- United States -- Evaluation.
|
| Added Author |
Ory, John C.
|
| ISBN |
1555426352 (alk. paper) |
|
9781555426354 (alk. paper) |
|
