Abstract
One of the primary responsibilities of faculty members is to design and implement experiences that enhance learning. It is also the teacher's responsibility to determine whether cur rent teaching methods lead to student learning and to make appropriate ad justments so that learning opportunities are increased. Unfortunately, little is known about documenting student learn ing, and there is infrequent practice of evaluating teacher-effectiveness in an objective manner at the post-secondary level. As Humphreys (1984, 3) has indi cated, instruction seems notori ously difficult to define, criteria for quality teaching apparently are less clean cut, and evidence for it at best am biguous. A method that provides accu rate, objective information on the teach ing/learning process can be a valuable tool in improving the quality of edu cation in the classroom. It can also increase the credibility of teaching as a category in the promotion and tenure process. This article presents a model that inte grates the systematic observation of stu dent and teacher behaviors with an anal ysis of student achievement. The model assists teachers by identifying strengths
Published Version
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