Establishing a Better Approach for Evaluating Teaching: The TEval Project
Establishing a Better Approach for Evaluating Teaching: The TEval Project
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建立更好的教学评估方法：TEval 项目
DOI：
10.1080/00091383.2020.1745575
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Finkelstein, Noah D.
中科院分区：
文献类型：
--
作者：
Weaver, Gabriela C.;Austin, Ann E.;Greenhoot, Andrea Follmer;Finkelstein, Noah D.
最近的一项研究使用计算机模拟来检查学生评估分数提供有关教学质量信息的能力，发现“即使在理想情况下...... SET [学生对教学的评估]仍然产生不可接受的高错误率”（Esarey & Valdes，2020）。作者的结论是，“当SET分数本身会产生误导时，独立评估者、学生访谈、专家教学观察、教学材料的同行评审和SET分数的结合可以更准确地反映教师的教学能力”。（第3页）.全国各地以及国际上对讨论教学评价和创造更有效的方法的兴趣是显而易见的。许多高等教育机构正在探讨对话和倡议。在国家一级，国家科学基金会正在资助一个由我们领导的项目，关于改革教学评价（或TEval，teval）。net，下面详细描述），涉及多所大学参与制度变革，通过努力创造更有效的教学评估方法来推进科学，技术，工程和数学（STEM）本科教育。美国大学协会（AAU）正在关注这个问题，作为其STEM计划的一部分，美国国家科学院，工程院和医学院主办了本科STEM教育系统性变革圆桌会议，作为其工作的一部分，重点是教学评估。如果高等教育机构内部的文化要更加重视教学，如果教学实践要更充分地反映越来越多的教学和学习研究所带来的教训，那么教学评估就必须改进。在这篇文章中，我们描述了一种方法，通过开发，采用和可持续使用新的教学评价方法来改变教学周围的机构文化。我们定义了整体评估，描述了各系参与改变教学评估方法的过程，并强调了如何参与这种评估的经验教训。
A recent study, which used a computer simulation to examine the ability for student evaluation scores to provide information about the quality of teaching, found that “even under ideal circumstances… SETs [student evaluations of teaching] still yield an unacceptably high error rate”(Esarey & Valdes, 2020). The authors conclude that “a combination of independent evaluators, interviews with students, teaching observations by experts, peer review of instructional materials and SET scores can give a much more accurate picture of a faculty member’s teaching proficiency when SET scores alone would be misleading”(p. 3).The interest in discussing teaching evaluation and creating more effective approaches is evident across the country, as well as internationally. Conversations and initiatives are being explored at many higher education institutions. At the national level, the NSF is funding a project which we lead, on Transforming the Evaluation of Teaching (or TEval, teval. net, described in detail below), involving multiple universities engaged in institutional change to advance science, technology, engineering, and math (STEM) undergraduate education through efforts to create more effective approaches to teaching evaluation. The Association of American Universities (AAU) is focusing on this issue as part of its STEM Initiative, and the National Academies of Sciences, Engineering, and Medicine hosts a Roundtable on Systemic Change in Undergraduate STEM Education that, as part of its work, is focusing on teaching evaluation. If the culture within higher education institutions is to value teaching more highly and if teaching practice is to reflect more fully the lessons from the growing body of research on teaching and learning, then teaching evaluation must be improved. In this article, we describe an approach to transforming the institutional culture around teaching through the development, adoption, and sustainable use of new approaches to teaching evaluation. We define holistic evaluation, describe ways that departments are engaged in the process of changing their approaches to teaching evaluation, and highlight lessons about how to engage in this kind
部门行动团队：通过部门变革支持教师学习
DOI：
--
发表时间：
2017
期刊：
Learning communities journal
影响因子：
--
作者：
Reinholz, D. L.;Corbo, J. C.;Dancy, M. H.;Finkelstein, N.
通讯作者：
Finkelstein, N.
公正、可靠和有效的学生评估仍然可能是不公平的
影响因子：
4.4
作者：
J. Esarey;Natalie Valdes
通讯作者：
Natalie Valdes
DOI：
--
发表时间：
2013
期刊：
影响因子：
--
作者：
P. Spooren;Bert Brockx;D. Mortelmans
通讯作者：
D. Mortelmans