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Generally speaking, the preferred sources of evidence for evaluating teaching are: (1) systematic rating by students; (2) chairs evaluation; (3) colleagues opinions; (4) committee evaluation; (5) content of course syllabi and examinations; (6) informal rating by students; (7) colleagues ratings based on classroom
Faculty evaluation is both a process and a result: a way to determine goals, to appraise the processes for reaching them and to assess the extent to which they have been met. The Academic Senate encourages faculty evaluation to be done in a non-punitive, collegial atmosphere.
Faculty evaluation, as a broad term, can refer to annual faculty reviews that most universities conduct, promotion and tenure decisions, honors and awards, and more. Thus, the results of evaluations can be used in a myriad of ways, including to inform faculty development and advise on facultys next career step.
Objectives of Teacher Performance Evaluations These are to guide improvement of teaching skills, to recognize and reinforce teaching excellence, to help teachers focus on student outcomes, and to plan in service education activities.
Evaluation is a process that critically examines a program. It involves collecting and analyzing information about a programs activities, characteristics, and outcomes. Its purpose is to make judgments about a program, to improve its effectiveness, and/or to inform programming decisions (Patton, 1987).
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The Faculty Evaluation System promotes excellence by rewarding exemplary faculty and by providing the means of individual professional development, resulting in improved student learning and institutional quality.
An assessment of the scholarly research and creative activities of the faculty member should be made. Such activities can include writing proposals, leading funded research, producing and editing scholarly works, etc.

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