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Student voice is complemented by instructor self-assessment and reasoned judgments from peers and supervisors, enabling a mastery-oriented formative process. Integrated feedback works best in environments that encourage challenge, support, and growth. Instead of demoralizing rankings, faculty can use evaluation to focus on individual effort, compare progress over time, and improve teaching methods for better student learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/best-practices-in-the-evaluation-of-teaching-idea-paper-69-june-2018/587436/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/best-practices-in-the-evaluation-of-teaching-idea-paper-69-june-2018/587436.png","ImageObject",300,407,{"name":92,"@type":93},"นรินทร์","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What makes instructor evaluation complex according to the paper?","Question",{"text":112,"@type":113},"It involves using multiple measures and balancing formal with informal and traditional with authentic approaches within a coherent evaluation system.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How should student feedback be used in a balanced evaluation framework?",{"text":117,"@type":113},"Student voice should complement instructor self-assessment and the judgments of peers and supervisors, supporting both formative growth and summative decisions.",{"name":119,"@type":110,"acceptedAnswer":120},"Why distinguish assessment from evaluation?",{"text":121,"@type":113},"Assessment focuses on observing teaching evidence and making inferences about teaching behavior, while evaluation involves judgments about how well instruction was done and how to improve it.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587436,1792088221,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336475104957,"https://ap-avatar.wpscdn.com/avatar/22000c4c6bd8a5076e1?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787554080175789136","Best Practices in the Evaluation of Teaching  \nIDEA Paper \\#69 • June 2018  \nStephen L. Benton, The IDEA Center • Suzanne Young, University of Wyoming  \nAbstract  \nEffective instructor evaluation is complex and requires the use of multiple measures—formal and informal, traditional and authentic—as part of a balanced evaluation system. The student voice, a critical element of that balanced system, is appropriately complemented by instructor self-assessment and the reasoned judgments of other relevant parties, such as peers and supervisors. Integrating all three elements allows instructors to take a mastery approach to formative evaluation, trying out new teaching strategies and remaining open to feedback that focuses on how they might improve. Such feedback is most useful when it occurs in an environment that fosters challenge, support, and growth. Rather than being demoralized by their performance rankings, faculty can concentrate on their individual efforts and compare current progress to past performance. They can then concentrate on developing better teaching methods and skills rather than fearing or resenting comparisons to others. The evaluation of teaching thus becomes a rewarding process, not a dreaded event.  \nKeywords: Evaluation of teaching, summative evaluation, formative evaluation, mastery orientation  \n“Evaluation without development is punitive, and development without evaluation is guesswork.”  \n—Michael Theall (2017, p. 91)  \nAfter making a presentation about faculty evaluation at a small college, a consultant receives an invitation to speak with the dean, who is concerned about an individual faculty member. In an inner office, the dean shows the consultant multiple class reports of student ratings across several years for the same anonymous instructor. The consultant studies the reports and surmises that the faculty member consistently scored below average onevery course. The dean asks,“What should we do?” The consultant quizzically responds, “Well, what have you done?” The dean’s telling response is,“Nothing, that I’m aware of.”  \nLike the dean in this example, most administrators in higher education examine various sources of evidence regarding their instructors’ teaching effectiveness.  \nThose sources, which may include student ratings of instruction (SRI), instructor self-assessments, peer/supervisor review of course materials, and other measures (e.g., peer/supervisor classroom observations, alumni ratings), are often used to  \nevaluate performance and to make decisions about meritbased salary increases, faculty retention, tenure, and promotion.  \nHowever, similar to the dean’s response, confusion often reigns about how to best use evidence to help faculty improve. The fundamental purpose of evaluating teaching is, after all, to provide the best instruction for students (Bana e Costa & Oliveira, 2012; Braskamp & Ory, 1994; Lyde, Grieshaber, & Byrns, 2016; Joint Committee on Standards for Educational Evaluation [JCSEE], 2009; Svinicki & McKeachie, 2014) . Whether making summative decisions about retention and promotion or helping faculty become better teachers, the ultimate goal of evaluation is the same—to improve student learning.  \nThis paper is intended for faculty and administrators who want to learn how to apply principles of evaluation to both formative and summative decisions about teaching effectiveness. We begin by making an important distinction between assessment and evaluation. We then discuss criteria for judging the  \ntrustworthiness of evidence, the difference between summative and formative evaluation, their respective benefits, and the value of adopting a growth mind-set for evaluating instructors. Finally, best practices in the evaluation of teaching are described.  \nDistinguishing Assessment from Evaluation The distinction between assessment—which is the process of observing evidence of teaching behavior and drawing inferences about abilities—and evaluation, which involves judgments ab","cbCaikI6OGVacPZ1","https://ap.wps.com/l/cbCaikI6OGVacPZ1","pdf",678401,18,"English","# Abstract\n# Case Example and Problem of Evidence Use\n# Sources and Purposes of Teaching Evaluation\n# Distinguishing Assessment from Evaluation\n# Weighing the Trustworthiness of Evidence","[{\"question\":\"What makes instructor evaluation complex according to the paper?\",\"answer\":\"It involves using multiple measures and balancing formal with informal and traditional with authentic approaches within a coherent evaluation system.\"},{\"question\":\"How should student feedback be used in a balanced evaluation framework?\",\"answer\":\"Student voice should complement instructor self-assessment and the judgments of peers and supervisors, supporting both formative growth and summative decisions.\"},{\"question\":\"Why distinguish assessment from evaluation?\",\"answer\":\"Assessment focuses on observing teaching evidence and making inferences about teaching behavior, while evaluation involves judgments about how well instruction was done and how to improve it.\"}]","Best Practices in the Evaluation of Teaching - IDEA Paper 69 - June 2018 | PDF",1792061875,45]