Abstract
Faculty and their institutions should have a shared set of metrics by which they measure teaching effectiveness. Unfortunately, the current situation at most institutions is far from this ideal. As part of a larger interview study, physics faculty were asked to describe how they and their institutions evaluate teaching effectiveness. Institutions typically base most or all of their assessment of teaching effectiveness on the numerical ratings from student evaluations of teaching effectiveness. Faculty, on the other hand, base most or all of their assessment of teaching effectiveness on student test performance and ongoing formative assessments. In general, faculty are much more positive about the methods that they use to evaluate their teaching than the methods that their institution uses to evaluate their teaching.
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