Re-conceptualizing the Assessment of Teaching in Higher Education
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Research on student evaluation of teaching (SET) suggests that, as a primary evaluation mechanism, it is biased and suffers from validity and reliability issues undermining its use to enhance teaching. This has led some universities to rethink the role of SETs in assessing and promoting effective teaching. Given different institutional contexts and priorities, we propose a systems-based model (SBM) that can be used to derive the assessment of teaching based on a variety of stakeholder needs. The SBM is grounded in theoretical approaches to teaching, professional learning, and organizational change with case studies depicting a variety of university contexts.