An Effective Alternative to Faculty Evaluation [microform] : The Use of the Teaching Portfolio / Anita DeFina.
All faculty at New York's Ulster County Community College (UCCC) are evaluated on a regular basis using student, peer, and self-evaluations. Since student and peer evaluations can be capricious and self-evaluation methods at the college have no specific guidelines, it is recommended that teachi...
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| Language: | English |
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Distributed by ERIC Clearinghouse,
1996.
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MARC
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| 100 | 1 | |a DeFina, Anita. | |
| 245 | 1 | 3 | |a An Effective Alternative to Faculty Evaluation |h [microform] : |b The Use of the Teaching Portfolio / |c Anita DeFina. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1996. | ||
| 300 | |a 6 pages. | ||
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| 500 | |a ERIC Note: In: The Olympics of Leadership: Overcoming Obstacles, Balancing Skills, Taking Risks. Proceedings of the Annual International Conference of the National Community College Chair Academy (5th, Phoenix, AZ, February 14-17, 1996); see JC 960 276. |5 ericd. | ||
| 500 | |a ERIC Document Number: ED394561. | ||
| 520 | |a All faculty at New York's Ulster County Community College (UCCC) are evaluated on a regular basis using student, peer, and self-evaluations. Since student and peer evaluations can be capricious and self-evaluation methods at the college have no specific guidelines, it is recommended that teaching portfolios be used to provide a credible means of assessment. Teaching portfolios should include a narrative section, describing the instructor's teaching philosophy, responsibilities, and methods; course projects, assignments, and activities; motivational instructional techniques; professional development activities; methods of staying current; and goals and activities for self-improvement. The narrative should also provide evidence of teaching effectiveness, such as samples of student work, student performance indicators, representative course syllabi, new courses developed, student evaluation reports, outlines of presentations given, and achievements and awards. The main advantages of the teaching portfolio are that only annual updating is necessary and it is very reflective of changes, growth, and general improvement that take place over time. Some suggestions for maintaining a portfolio include performing regular updates, using hard evidence, and being succinct. (TGI) | ||
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
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| 650 | 1 | 7 | |a College Faculty. |2 ericd. |
| 650 | 0 | 7 | |a Community Colleges. |2 ericd. |
| 650 | 1 | 7 | |a Evaluation Criteria. |2 ericd. |
| 650 | 0 | 7 | |a Evaluation Methods. |2 ericd. |
| 650 | 0 | 7 | |a Faculty Development. |2 ericd. |
| 650 | 1 | 7 | |a Faculty Evaluation. |2 ericd. |
| 650 | 1 | 7 | |a Portfolio Assessment. |2 ericd. |
| 650 | 0 | 7 | |a Portfolios (Background Materials) |2 ericd. |
| 650 | 1 | 7 | |a Self Evaluation (Individuals) |2 ericd. |
| 650 | 0 | 7 | |a Two Year Colleges. |2 ericd. |
| 856 | 4 | 2 | |z Request ERIC Document |u https://colorado.idm.oclc.org/login?url=https://colorado.illiad.oclc.org/illiad/COD/illiad.dll?Action=10&Form=23 |
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