TowardSummativeSystemfortheAssessmentofTeaching.pdfVIP

International Journal of Teaching and Learning in Higher Education 2009, Volume 20, Number 2, 226-236 /ijtlhe/ ISSN 1812-9129 Toward?a?Summative?System?for?the?Assessment?of?Teaching?Quality?in? Higher?Education? Timothy Murphy, Iain MacLaren, and Sharon Flynn National University of Ireland Galway This study examines various aspects of an effective teaching evaluation system. In particular, reference is made to the potential of Fink’s (2008) four main dimensions of teaching as a summative evaluation model for effective teaching and learning. It is argued that these dimensions can be readily accommodated in a Teaching Portfolio process. The Teaching Portfolio initiative that is in use for the Postgraduate Certificate Programme in Teaching and Learning in Higher Education at the National University of Ireland Galway is a case in point. The challenges encountered when attempting to develop mechanisms for the summative evaluation of quality teaching are explored, as well as some of the possibilities for their resolution. It is recognized that the task of assessing the These dimensions are broadly in line with Fink’s nature, quantity and quality of teaching is a highly (2008) four fundamental tasks of teaching (see complex activity. As Chism (1997) pointed out, “any Appendix A). It is Fink’s (2008) contention that, good approach to evaluating teaching will reflect the complexity of teaching itself” (p. 7). It has even been there is a direct relationship between how well a suggested that it is not easy to arrive at a consensus of teacher performs these four fundamental tas