The assessment of teaching in higher education: A critical retrospect and a proposal |
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| Authors: | Henry C Johnson Jr Dent M Rhodes Robert E Rumery |
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| Institution: | 1. The Pennsylvania State University, Pennsylvania, USA
2. Illinois State University, Illinois, USA
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| Abstract: | Evaluation of college and university teaching is considered in the context of growing demands for accountability of educational institutions and particular roles of faculty in achieving goals for which these institutions are believed to be accountable. In the first of two papers,* three contemporary aprroaches to evaluation of teaching in higher education are critically reviewed. All three of these approaches-assessment of learning outcomes, assessment of teacher characteristics and analysis of pedagogical behaviors-are found to be defective on logical, theoretical and empirical grounds. A common thread of deficiency is the absence of a coherent theoretical framework for analysis of teaching and phenomena associated with teaching. Specific defecs are analyzed in each of the three approaches as well as in the ubiquitous methodology of rating of teaching performance. In analysis of evaluation by assessment of learning outcomes, teaching is shown to be neither necessary nor sufficient to subsequent learning outcomes. Assessment of teacher characteristics fails to identify those characteristics peculiarly indigenous to teaching as a generic activity. Analysis of pedagogical behaviors fails to distinguish critical teaching acts from more general teacher characteristics interpretable in terms of teacher personality. Furthermore, no adequate basis is provided for normative interpretation of data pertaining to pedagogical behaviors. The use of rating scales to provide data about teacher characteristics or pedagogical behavior rests on assumed rather than demonstrated validity of results. Evidence of validity or meaningfulness is replaced by evidence of consistency which is often spurious. The first paper concludes with an outline of requirements for a more constructive approach to the task of teacher evaluation. In a second paper, an outline of a theory of teaching is sketched which conforms to these requirements. Realization of this theoretical structure in teaching assessment report forms is described. Tentative conclusions from trial use of forms-in-development and recommendations for additional data sources are discussed in terms of their potential contribution to improvement in teaching. |
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