Abstract
ABSTRACT Any attempt at the assessment and evaluation of teaching must first address the question: “What is teaching?” Evaluating teachers simply in terms of what is learned is unsatisfactory because students learn without being taught and they even (perhaps usually) compensate for bad teaching. Most people would agree that there is more to teaching than simply telling students things they don't know. But what other teaching activities go on in seminars, tutorials, lectures, laboratories, workshops and studios? Furthermore, the activities of teaching surely extend beyond the times and places where “class contact” happens. Teachers are teaching when they are writing laboratory schedules and assignment notes. If the oral comments on an essay given in a tutorial counts as teaching then so must the written comments that serve the same purpose. The paper proposes a model of the teaching/learning system which categorises the various essential activities of both teaching and learning and shows their various inte...
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