Abstract
ABSTRACT Teaching portfolios are often used by educators to provide a comprehensive view of their pedagogy for evaluative and/or developmental purposes. That is, teaching portfolios can be used for (i) summative purposes for recruitment, promotion, and tenure decisions and (ii) formative purposes for reflection, demonstration of teaching improvement, and development. However, since teaching portfolios are personalized and unique to each educator, evaluation becomes challenging. Reviews of pedagogy scholarship and rubrics from top business schools in the U.S. reveal that there are no clear, consistent guidelines/frameworks for evaluating teaching portfolios. Based on the premise that a rubric grounded in strong conceptual foundations can provide objective criteria for teaching portfolio evaluation, this research aims to develop a rubric rooted in a pedagogical competence framework. This research has implications for pedagogy scholarship, faculty and doctoral students who work on teaching portfolios for developmental as well as evaluative purposes, evaluators on search/tenure/promotion/awards committees, and departments, universities, and academia at large.
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