Reconceptualizing the evaluation of teaching in higher education

Trends within higher education in the United States and Canada suggest that, although there are calls for recognition of teaching as a scholarly activity, teaching is not perceived to be a significant aspect of scholarly work. Furthermore, policies, procedures, and criteria for the evaluation of teaching in higher education contribute to the marginalization of teaching within the reward structures of universities and colleges. Evaluation policies, procedures, and criteria tend to (1) emphasize technical, rather than substantive aspects of teaching, (2) focus on process rather than outcomes, (3) lack strategic concern for the use of evaluation data within the institution, and (4) are devoid of the very substance through which academics derive a sense of identity - their discipline. Recommendations are offered for evaluating three aspects of teaching: planning, implementation, and results. Within each aspect, conceptual arguments and practical solutions are suggested for establishing criteria, deciding on sources of data, and determining the nature of data that must be gathered. The goal is to set in place evaluation policies, procedures, and criteria that will be perceived as rigorous and credible alongside more traditional forms of scholarship, while respecting the diversity of contexts and disciplinary identities within universities and colleges. Seven principles for evaluation of teaching are proposed.