Faculty Teaching Performance: Perceptions of a Multi-Source Method for Evaluation

Adrian Renea Lyde, David C Grieshaber, George Byrns


Evaluating college and university faculty teaching performance is necessary for multiple reasons, including assurance of student learning and informing administrative decision making. A holistic system of evaluating university teaching is needed due to several factors, including limitations of student evaluations and the complexity of assessing teaching performance. University faculty members were interviewed to determine their perceptions of the multi-source method of evaluating (MME) teaching performance after a revision of policies and procedures was approved. The MME is comprised of three primary data sources: student evaluations, instructor reflections describing attributes of their own teaching such as the teaching philosophy, and a formative external review. While the faculty perceived the MME as a useful tool, they believe it operates primarily to produce a summative product than work as a formative process, which counters the goal of the MME policy. A formative process would be supported by addressing several factors, including timing, accountability, and mentoring.


college, university teaching evaluation, teaching effectiveness, formative evaluation, teaching development

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DOI: https://doi.org/10.14434/josotl.v16i3.18145










ISSN 1527-9316