THE IMPACT OF FORMATIVE AND SUMMATIVE EVALUATION OF TEACHING IN NORTH AMERICAN UNIVERSITIES

Harry G. Murray

89 citations0/0 files storedAssessment & Evaluation in Higher Education

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Evaluation of Teaching Practices Student Assessment and Feedback Higher Education Practises and Engagement

Abstract

This paper reviews recent research evidence on formative (developmental) and summative (judgemental) evaluation of teaching in North American universities. The major conclusions of the review are as follows: (1) student ratings are the most common method of evaluating teaching in North American universities, and their popularity appears to be increasing; (2) student ratings have been found to provide reliable and valid information on limited aspects of teaching competence; (3) teaching evaluations make a difference in decisions on faculty salary, tenure and promotion; (4) evaluation of teaching has been shown to produce modest improvements in teaching effectiveness; (5) faculty satisfaction with teaching evaluation practices ranges from very high to very low, depending on institutional context; and (6) there is consensus that several specific improvements are needed in the current teaching evaluation system.

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References

1981Student Ratings of Instruction and Student Achievement: A Meta-analysis of Multisection Validity Studies 1980Effectiveness of student-rating feedback for improving college instruction: A meta-analysis of findings 1981Determining Faculty Effectiveness 1979Student Ratings of Faculty: A Reprise 1985The International encyclopedia of education research and studies 1983Research productivity and teaching effectiveness 1979Midterm feedback from students: Its relationship to instructional improvement and students' cognitive and affective outcomes.1973Effectiveness of student feedback in modifying college instruction.

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2002Becoming a Better Teacher: A Case of Changing the Pedagogical Knowledge and Beliefs of Law Professors 1993Students' Evaluation of Teaching in Higher Education: experiences from four European countries and some implications of the practice 2005The Utility of Student Ratings of Instruction for Students, Faculty, and Administrators: A "Consequential Validity" Study 1987Improvement of instruction and teacher effectiveness: are student ratings reliable and valid?

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