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From your experience, which types of data collection methods are commonly used to create a faculty evaluation model and why? Essay

Faculty evaluation models commonly use actual observation, interviews, and questionnaires (Marsh, & Roche, 1997). Teaching skills in the classroom can only be measured through observing the teacher as he/she conducts his/her lessons. Key teaching factors such as classroom management, facilitating skills and motivation strategies can be observed as it is applied in the classroom.

However, classroom observation should be done regularly since observing teachers in class once or twice is not indicative of their true teaching skills. Interviews are used to know more about the personal teaching philosophies and approach of teachers. It gives the teacher an opportunity to verbalize their teaching beliefs and instructional strategies, at the same time, peers can also be interviewed to get information on the kind of working relationship, work values, and personality of the teacher.

Questionnaires using rating scales are used more often to measure the perceptions and views of the people who come in contact with the teacher such as students, co-teachers, staff, department head, and school principal. Questionnaires are easier to administer and collate, it is also less time consuming (Marsh, & Roche, 1997).

2. Describe a scenario when you might consider an interview instead of a questionnaire to gather information for faculty evaluation.

An interview would be more applicable if one needs to find out how the teacher has influenced his/her students or his/her co-teachers and the people he/she works with. However, interviews can only serve as a means of validating the results of the questionnaire, relying on the interview alone would not be very objective as it is human nature to either say only positive or negative things about the teacher and it is more open to external influence since people tend to become personally involved or emotional about a person.


Marsh, H. W., & Roche, L. A. (1997). Making students’ evaluations of teaching effectiveness effective: The critical issues of validity, bias, and utility. American Psychologist, 52(11), 1187-1197.

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