Exploring the Connection Between Teaching Frameworks and Policies for Assessing Teaching

Authors

Barbara J. Bird, Ohio Wesleyan UniversityFollow
Beate Brunow, The Pennsylvania State UniversityFollow
Eric Kyle, University of Central OklahomaFollow
Shawn R. Simonson, Boise State UniversityFollow

Submission Category

Conceptual Article

Abstract

Most faculty policies aimed at faculty review or assessment of teaching do not include specific teaching criteria and standards but instead lean heavily on student evaluations and peer review of teaching. This approach provides no concrete path for using assessment in a feedback loop that enables teachers to improve teaching. Implementing teaching frameworks can improve feedback loops and assessment policies by providing specific criteria and standards. Developing teaching effectiveness frameworks and connecting them to teaching assessment policies can be a critical step in advancing institutional change initiatives focused on teaching effectiveness. This critical alignment enables sustainable and meaningful change. This article explores positive outcomes from aligning institutional teaching assessment policies to teaching frameworks as the primary means of assessing teaching: creating a shared language, strengthening the role of formative feedback, building up the role of faculty development throughout the career span, and creating transparent and reliable expectations for faculty reviews.

License Information

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License (CC BY-NC-ND 4.0).

Recommended Citation

Bird, Barbara J.; Brunow, Beate; Kyle, Eric; and Simonson, Shawn R. (2025) "Exploring the Connection Between Teaching Frameworks and Policies for Assessing Teaching," International Journal of Transformative Teaching and Learning in Higher Education: Vol. 1: Iss. 2, Article 1.
Available at: https://commons.library.stonybrook.edu/ijttl/vol1/iss2/1