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

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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.


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How to Cite
Lyde, A. R., Grieshaber, D. C., & Byrns, G. (2016). Faculty Teaching Performance: Perceptions of a Multi-Source Method for Evaluation. Journal of the Scholarship of Teaching and Learning, 16(3), 82–94. https://doi.org/10.14434/josotl.v16i3.18145
Author Biographies

Adrian Renea Lyde, Illinois State University Department of Health Sciences

Assistant Professor of Health Education School Health Teacher Education Coordinator

David C Grieshaber, Illinois State University Department of Health Sciences

Associate Professor and Assessment Coordinator, Safety Associate Director, Center for Mathematics, Science, and Technology

George Byrns, Illinois State University Department of Health Sciences

Professor and Program Director, Environmental Health


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