"I was wondering what, if any, evaluations have you used to measure what professors are doing in class? Please note I am not interested in measures that only examine student satisfaction or preference (although these items on a measure would be helpful). I have looked in the literature and have found some useful starting places; however, I figured that this list would a great resource to help generate some ideas and some insights about the practicality of these measures."
IMHO, psychology lists such as:
(a) PsychTeacher <http://list.kennesaw.edu/archives/psychteacher.html>,
(b) TIPS <http://www.mail-archive.com/tips%40acsun.frostburg.edu/>, or
(c) TeachingEdPsych <http://listserv.temple.edu/archives/teaching_edpsych.html>,
may not be the best forums to seek information on "Measuring Teaching Performance." This even despite the fact that psychologists have pioneered in educational research [see e.g., Berliner (1992), Lagemann (2000)].
The reason is that present-day psychologists have, as far as I know, not bothered to measure the effectiveness of their own introductory courses with the rigor that characterizes measurement of teaching effectiveness in disciplines such as astronomy, biology, chemistry, computer science, economics, physics, and engineering [Hake (2004)].
Nevertheless, much of the funding for educational research is currently being transferred from the NSF (primarily controlled by scientists and mathematicians) to the US Dept. of Education (primarily controlled by psychologists and psychometricians) - see, e..g., Mervis (2005).
Richard Hake, Emeritus Professor of Physics, Indiana University 24245 Hatteras Street, Woodland Hills, CA 91367 <[EMAIL PROTECTED]> <http://www.physics.indiana.edu/~hake> <http://www.physics.indiana.edu/~sdi>
REFERENCES
Berliner, 1993. "The 100-Year Journey of Educational Psychology From
Interest, to Disdain, to Respect for Practice," in Fagan & VandenBos
(1993); online at <http://courses.ed.asu.edu/berliner/readings//journey.htm>. See also Berliner (2002).
Berliner, D. 2002. "Educational research: The hardest science of all," Educational Researcher 31(8): 18-20; online at <http://www.aera.net/publications/?id=438>
Hake, R.R. 2004. "Re: Measuring Content Knowledge," online at <http://lsv.uky.edu/cgi-bin/wa.exe?A2=ind0403&L=assess&P=R21652&I=-3>. Post of 14 Mar 2004 16:29:47-0800 to ASSESS, Biop-L, Chemed-L, EvalTalk, Physhare, PhysLrnR, POD, and STLHE-L.
Hake, R.R. 2005a. "Re: Why Don't Psychologists Research the
Effectiveness of their Own Introductory Courses?" online at
<http://lists.asu.edu/cgi-bin/wa?A2=ind0501&L=aera-d&P=R4398&I=-3>. Post of 18 Jan 2005 20:57:2-0800 to AERA-D, EdStat, ASSESS, EvalTalk,
PhysLrnR, POD, PsychTeacher, TeachingEdPsych.
Hake, R.R. 2005b. "Forward from Joseph Merlino: NSF EHR '06 Funding," online at <http://lists.asu.edu/cgi-bin/wa?A2=ind0505&L=aera-l&T=0&F=&S=&P=382>. Post of 8/9 May 2005 to AERA-C, AERA-D, AERA-G, AERA-H, AERA-J, AERA-K, AERA-L, ASSESS, Biopi-L, Chemed-L, EvalTalk, Math-Learn, Phys-L, PhysLrnR, Physhare, POD, and TIPS.
Lagemann, E.C. 2000. "An Elusive Science: The troubling history of education research." Univ. of Chicago Press.
Mervis, J. 2005. "Science Education Takes a Hit at NSF," Science 307: 832-833, 11 February; online to subscribers at <http://www.sciencemag.org/>. Also placed online by the US House STEM Caucus <http://www.stemedcaucus.org/> in a newsletter at <http://www.stemedcaucus.org/newsletters/newsletter_2005_03.htm> (scroll to the bottom).
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