Developing Metrics for Assessing Engineering Instruction What Gets Measured Is What Gets Improved (2009) / Chapter Skim
Currently Skimming:
4 What To Measure
4 What To Measure
Pages 15-22
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 15... ...
Combining the weighted measures of the various faculty roles produces an overall evaluation metric that reflects the "faculty value system" and is thus more likely to be seen by the faculty as being a valid system. The process involves at least four major steps: 1.
|
From page 16... ...
A measurement is as objective and reliable as possible. Whereas measurement involves assigning a number to an observable phenomenon according to a rule, evaluation is defined as the interpretation of measurement data by means of a specific value construct to determine the degree to which the data represent a desirable condition (Arreola, 2007)
|
From page 17... ...
Definition of Controlled Subjectivity Since a completely "objective" evaluation is not possible, however, the goal must be to achieve consistent results from a necessarily subjective process. That is, we must design a process that provides the same evaluative judgment based on a data set, regardless of who considers the data.
|
From page 18... ...
However, the consensus opinion of workshop participants indicated that faculty often perceive that the "actual weighting" is skewed toward research and does not adhere to the nominal weightings in the model. Today, many institutions are adopting a more flexible faculty role model in which the research component has been expanded to include scholarly and creative activities (e.
|
From page 19... ...
Because the evaluation of teaching requires gathering various measures and then interpreting them by means of a value construct, determining and specifying the institutional values is a continuous process. Although it is advisable to establish a coordinating committee or task force to carry out this process, it is also critical that the larger faculty be engaged in the discussions to determine their values about the professional execution of their teaching roles.
|
From page 20... ...
He or she must also establish and refine learning outcomes for students and create learning experiences that are likely to achieve the desired results. Once the instructor has designed the course, he or she must deliver the course (i.e., implement the design)
|
From page 21... ...
(20%) Content expertise2 X X 3 Instructional design X X X Instructional delivery4 X X X 5 Instructional assessment X X X X Course management6 X X 1 The performance components addressed in this table are commonly discussed topics.
|
From page 22... ...
Once the tasks listed in this section have been completed, the process can move to the next stage -- determining how to measure the performance elements of teaching and how to combine these measures into an overall evaluation of teaching.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.