Kennesaw State University DigitalCommons@Kennesaw State University Faculty Publications 1-1-2013 The Quandary of Assessing Faculty Performance K. Fatehi Kennesaw State University,
[email protected] M. Sharifi California State University J. Herbert Kennesaw State University,
[email protected] Follow this and additional works at: https://digitalcommons.kennesaw.edu/facpubs Part of the Management Sciences and Quantitative Methods Commons Recommended Citation Fatehi, K., Sharifi, M., Herbert, J. (2013). The Quandary of Assessing Faculty Performance. Journal of Higher Education Theory and Practice, 13(3/4) 2013, 72-84. This Article is brought to you for free and open access by DigitalCommons@Kennesaw State University. It has been accepted for inclusion in Faculty Publications by an authorized administrator of DigitalCommons@Kennesaw State University. For more information, please contact
[email protected]. The Quandary of Assessing Faculty Performance Kamal Fatehi Kennesaw State University Mohsen Sharifi California State University, Fullerton Jim Herbert Kennesaw State University Many educators assert that the continued use of student ratings of teaching effectiveness does not improve learning in the long run. However, administrators continue to use student opinions regarding teaching effectiveness because of its convenience and the quantitative nature of the measurement. Reducing a very complex phenomenon to a very simple numeral has its appeal. In this paper we discuss a related aspect of teaching assessment, namely the variations of skills among instructors and the students’ response to the same. In doing so, we suggest pragmatic guidelines to university administrators for evaluating various levels of skills and performance. INTRODUCTION At many universities, student evaluation of teaching is a significant part of faculty member’s performance evaluation.