EVALUATION OF TEACHING
SELECTED AND ANNOTATED
BIBLIOGRAPHY OF PRINT RESOURCES

Compiled by Alan Kalish,
Director, Office of Faculty and TA Development
Updated 4/10/2002

Arreola, R. A. (2000). Developing a Comprehensive Faculty Evaluation System. Second Edition. Bolton, MA: Anker Publishing.

This practical, step-by-step guide to creating and operating an evaluation system is also very strongly grounded in Professor Arreola's 30 years of research in this area. It includes an eight-step process that has been widely used at many colleges and universities; chapters reviewing the research, legal issues, and post-tenure review; and detailed case studies, as well as samples of several student and peer ratings forms.

Braskamp, L. A., & Ory, J. C. (1994). Assessing Faculty Work: Enhancing Individual and Instructional Performance. San Francisco, CA: Jossey-Bass.

Braskamp and Ory structure evaluation as a social scientific inquiry; their three elements of this are setting expecttions, collecting and organizing evidence, and using evidence for improvement. They base this work on the assumption that the most important purpose of evaluating faculty work is professional development leading to faculty success - that we want to know how well our colleagues are doing in order to help them do better. In addition to their process, this work includes over fifty pages of sample resources.

Centra, J. A. (1993). Reflective Faculty Evaluation. San Francisco, CA: Jossey-Bass.

Centra is one of the leading researchers in faculty evaluation in higher education. This book is an excellent review of the range of practice in evaluating faculty work, seen in light of research findings.

Chism, N. (1999). Peer Review of Teaching. A Sourcebook. Bolton, MA: Anker Publishing.

Written while Dr. Chism was still at Ohio State, this book provides one of the clearest outlines of the step-by-step process of designing and operating an evaluation system. It also includes a huge selections of forms, guidelines, and other resources.

Diamond, R. M. (2002). Serving on Promotion, Tenure, and Faculty Review Committees: A Faculty Guide. Second edition. Bolton, MA: Anker Publishing.

This short handbook provides very useful guidance on gathering and especially on interpreting the data on faculty effectiveness. Diamond also provides rich discussion of disciplinary differences in faculty work and the ways it is documented.

Feldman, K. A. (1996). Identifying Exemplary Teaching Using Data from Course and Teacher Evaluations. New Directions for Teaching and Learning, 65 (Spring 1996), 41-49.

Feldman, K. A. (1996). Identifying Exemplary Teachers and Teaching: Evidence from Student Ratings. In R.P. Perry and J.C. Smart. Effective Teaching in Higher Education: Research and Practice. New York: Agathon Press

These two essays present a meta-study reviewing the data on the effectiveness of student evaluations and how they are and should be used. The first is a more concise version; the second offers a fuller analysis. These are the primary basis of our Analysis of SEI Items.

Hutchings, P. (1996). Making Teaching Community Property: A Menu for Peer Collaboration and Peer Review. Washington, DC: American Association for Higher Education.

This product of the AAHE's Teaching Initiative provides several interesting faculty reports of case studies on nine issues and methods in peer review of teaching.

Licata, C.M. and J.C. Morreale, eds. (2002). Post-Tenure Faculty Review and Renewal: Experienced Voices. New Pathways Project: AAHE Forum on Faculty Roles and Rewards. Washington, DC: American Association for Higher Education.

This volume presents essays on the development, adoption, and implementation of post-tenure review at a variety of institutions, including discussion of rationales, political and poly issues in designing systems, and lessons learned in moving from policy development to actual implementation.

Seldin, P. (1997). The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions. Second edition. Bolton, MA: Anker Publishing.

This is the standard work on construction and use of teaching portfolios for faculty in higher education. As well as the "how-to" guide, Seldin includes twenty-three models of successful portfolios from multiple disciplines and institutions.

Seldin, P., & Associates. (1999). Changing Practices in Evaluating Teaching: A Practical Guide to Improved Faculty Performance and Promotion/Tenure Decisions. Bolton, MA: Anker Publishing.

One of the most useful current works in this field. Seldin reviews the current practices in faculty evaluation and how we came to them and presents chapters by a variety of experts on student ratings and how to use them, peer observation and other methods for peer review, self-evaluation, pot-tenure review, issues complicating the review of technologically enhanced teaching, and the political issues involved in designing and implementing evaluation policies and procedures. The authors provide a strong mix of both practice, "how-to" ideas and research-based explanations of their suggested methods.