June 15, 2019
June 15, 2019
October 19, 2019
Women in Engineering
Engineering teaching assessment at the college-level should provide: 1) data to assess the quality of instruction provided by an instructor; 2) instructors with actionable information on how their instruction may be improved; and 3) evidence of effective instruction for tenure and promotion purposes. Many institutions rely primarily on student evaluations of teaching (SET) for teaching assessment. Peer evaluations of teaching are rarely used outside of the tenure evaluation period for assistant professors. Recent research has provided compelling evidence that SET have significant systemic bias with respect to gender, race, and sexual orientation and moreover do not assess teaching effectiveness. These biases and limitations indicate that SET should be used with caution in promotion processes and to revise instructional practices. Peer evaluations as typically implemented are of limited utility in evaluating or improving instruction, due in part to limited awareness of best practices by evaluators and in part due to the time investment required for a thorough evaluation. In this review paper, we dsicuss the biases and problems with SET and present a guide for peer evaluation that could improve formative feedback and assessment of engineering instruction.
Chesler, N. C., & Fratta, D., & Harris, E. C., & Pferdehirt, W. P., & Ploeg, H., & Van Veen, B. D. (2019, June), Reducing Bias and Improving Benefit in Evaluation of Teaching Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33227
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