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Formative and summative evaluation in the faculty peer review of teaching

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Abstract

If the process of the faculty peer review of teaching is to overcome institutional marginalization, then its formative and summative components must employ rules, criteria, and standards for the identification of effective teaching that have been agreed to within a peer conversation among the faculty members of a scholarly unit. This conversation serves to collectively clarify the unit's expectations for its curriculum, teaching, and student learning. Only such a process can produce the credibility necessary to regularly effect the faculty development and personnel decisions of a unit.

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Authors
  1. Ronald R. Cavanagh
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Additional information

Dr. Ronald R. Cavanagh holds a doctorate from the Graduate Theological Union in Berkeley, California, a Master of Divinity from Moravian College and the Moravian Theological Seminary in Bethlehem, Pennsylvania, and a B.A. in English. Since coming to Syracuse University in 1967, Dr. Cavanagh has served as a faculty member in and chairperson of the Department of Religion, Associate Dean, and Dean of the College of Arts and Sciences, and he is presently the University's Vice President for Undergraduate Studies. In 1995, he was a participant in the Institute for Educational Management at Harvard Univesity, Boston, Massachusetts.

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Cavanagh, R.R. Formative and summative evaluation in the faculty peer review of teaching. Innov High Educ 20, 235–240 (1996). https://doi.org/10.1007/BF01185798

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  • DOI: https://doi.org/10.1007/BF01185798

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