Viewing Online Instructor Evaluation via Multiple Vantages: the Evaluator, the Instructor, the Academic Department, the Administration, and the Student Perspective

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dc.contributor.affiliation Cathy Taylor - Park University
dc.contributor.affiliation Michael Eskey - Park University
dc.contributor.affiliation Jutta Pegues - Park University
dc.contributor.affiliation Teresa Mason - Park University
dc.contributor.author Taylor, Cathy
dc.contributor.author Eskey, Michael
dc.contributor.author Pegues, Jutta
dc.contributor.author Mason, Teresa
dc.date.accessioned 2020-07-30T22:23:39Z
dc.date.available 2020-07-30T22:23:39Z
dc.date.issued 2011
dc.identifier.uri http://hdl.handle.net/10125/69214
dc.title Viewing Online Instructor Evaluation via Multiple Vantages: the Evaluator, the Instructor, the Academic Department, the Administration, and the Student Perspective
dc.type Conference Paper
dcterms.abstract The prospect of being observed while teaching can provoke anxiety even in the most experienced instructors; however, many institutions of higher learning annually observe all faculty members on the basis of content and andragogical approach. What value does the instructor evaluation process add to the institution? This paper provides some insight by offering vantages of online instructor evaluation from a variety of roles: the evaluator, the instructor/evalutee, the academic department, the university administration, and the student. Each role is deconstructed by experienced online evaluators. From the evaluator’s perspective, the relationship between the evaluator and the person evaluated (evalutee) is discussed, and mentorship and evaluation are distinguished. From the instructor view, potential pitfalls are introduced. Student surveys are presented as a vehicle to gather data on the student perspective.
dcterms.extent 9 pages
dcterms.rights Attribution-NonCommercial-NoDerivs 3.0 United States
dcterms.type Text
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