韩国国立大学教师业绩评价制度比较研究

对韩国37所国立大学(综合类19所、理工类7所、师范类11所)的教师业绩评价有关规定进行政策文本分析发现,部分综合类高校和理工类高校在对教师进行业绩评价时,制定了考虑学科特殊性的评价方案,但大部分师范高校尚未制定考虑学科特殊性的评价方案.国立大学教师评价方案呈现出以下特点:重研究成果数量,轻质量;重国际学术期刊,轻国内...     

Involving peers in the evaluation and improvement of teaching: A menu of strategies

Various approaches to conducting peer coaching and peer review are described in this article. Examples of team mentoring, reciprocal class visitation, teaching circles, departmental teaching libraries, teaching portfolios, course portfolios, pedagogical colloquia and departmental reviews are discussed as methods for involving peers in the evaluation and improvement of teaching. Many departments will adapt a combination of approaches which fit their particular goals and context. All of these approaches rest on the assumption of faculty responsibility for the process; grassroots leadership; and a view of teaching as a substantive, scholarly activity.Kathleen M. Quinlan is a doctoral candidate in the Stanford University School of Education. A former research assistant with the American Association for Higher Education' s Teaching Initiative, she is now an American Association of University Women Dissertation Fellow. After she completes her Ph.D. in June 1996, she will continue to pursue her interests in disciplinary and departmental cultures and peer involvement in teaching improvement and evaluation as a lecturer at the Centre for Academic Development and Educational Methods at the Australian National University, Canberra, Australia.     

Peer review of teaching: External review of course content

External peer review of course content is described. Content is an important component of courses that most peer review models exclude. General suggestions on the development of models are provided to assist in creating a local model. A detailed content review model developed at the author's institution is included.David J. Malik received his Ph.D. degree in Chemistry from the University of California at San Diego and both an M.S. in Applied Mathematics and a B.S. in Chemistry from California State University at Hayward. He is currently Professor and Chair of the Department of Chemistry at Indiana University-Purdue University at Indianapolis. His research interests are theoretical chemistry and chemical physics. In recent years, he has been actively developing programs in teaching evaluation and improvement and has published work in developing techniques and practices for effective departmental administration.     

Self-regulation of peer feedback quality aspects through different dimensions of experience within prior peer feedback assignments

Although peer review is a widely-used pedagogical technique, its value depends upon the quality of the reviews that students produce, and much research remains to be done to systematically study the nature, causes, and consequences of variation in peer review quality. We propose a new framework that conceptualizes five larger dimensions of peer review quality and then present a study that investigated three specific peer review quality constructs in a large dataset and further explored how these constructs change through different types of self-regulation peer reviewing experiences. Peer review data across multiple assignments were analyzed from 2,092 undergraduate students enrolled in one of three offerings of a biology course at a large public research university in the United States. Peer review quality was measured in terms of comment amount, comment accuracy, and rating accuracy; the measures of reviewing experience focused upon self-regulated learning factors such as practice, feedback, others’ modeling, and relative performance. Meta-correlation (for testing reliability, separability, and stability) and meta-regression (as a time-series analysis for testing the relationship of changes across assignments in reviewing quality with experiences as reviewer and reviewee) are used to establish the robustness of effects and meaningful variation of effects across course offerings and assignments. Results showed that there were three meaningful review quality constructs (i.e., were measured reliably, separable, and semi-stable over time). Further, all three showed changes in response to previous reviewer and reviewee experiences, but only feedback helpfulness, in particular, showed effects of all four examined types of self-regluation experiences (practice, feedback, others’ modeling, and relative performance). The findings suggest that instructors can improve review quality by providing comment prompt scaffolds that lead to longer comments as well as by matching authors with similarly performing reviewers.     

研究型大学教师同行评议中的三对关系

同行评议是研究型大学教师聘任中的一个重要程序,其结论对于教师是否能够得到聘任、职称能否得到晋升具有决定性意义。在我国研究型大学教师同行评议的过程中,内部评议与外部评议、资格审查与同行评议、量化评价与同行评议是尤其需要注意的三对矛盾关系。     

MOOC系统中同伴互评过程的优化和应用

目前的MOOC虽然能支持视频课程、论坛、测试评价等功能,但其测试评价仅停留在对客观题的评测上。为了进一步优化MOOC系统的评价体系,强化其对于主观性试题评价的客观性和准确度,在对MOOC本土化的现状和发展方向研究的基础上,构建三种同伴互评过程模型。同时利用Cousera提供的HCI课程的相关数据对各模型依次进行评测。其评测结果与利用Cousera平台的同伴互评系统所得到的相应结果进行比较,准确度有显著提高。     

Evaluation of university teaching as sound performance appraisal

As research on student evaluations of teaching (SET) has dominated our understanding of teaching evaluation, debate over SET implementation has turned attention away from basic principles for appraising employee performance as established in human resources literature. Considering SET research and its practical significance in isolation from relevant human resources literature not only risks unlawful remedies for issues such as bias in SET but also risks replacing one form of bias with another. Meanwhile, the full potential of human resources tools to support consistent evaluation of teaching remains unrealized. To address this gap, this article clarifies how teaching evaluation can be conducted as sound performance appraisal by deploying SET and peer review of teaching within a larger framework of established human resources techniques. A review of recent literature articulates prominent themes in research on SET and peer review of teaching and outlines key principles for performance appraisal and performance management. Those principles are used to analyze representative faculty evaluation policies and procedures and clarify the weaknesses of both traditional and recently revised approaches to teaching evaluation. The final section elaborates performance appraisal techniques relevant to teaching evaluation. These include planful use of results and/or behavior approaches to performance appraisal, robust rating instruments for behavioral performance appraisal, targeted collection of information from multiple stakeholders, and job analysis. Efforts to de-emphasize quantitative SET data to address issues such as bias can be strengthened through the incorporation of performance appraisal tools that clearly articulate performance criteria and standards and that gather both qualitative and quantitative data on employee performance.     

Factors affecting departmental peer collaboration for faculty development: Two cases in context

This paper extends current research on departmentalpeer collaboration as a means of faculty development. Given the potential advantages of such situateddevelopmental activities, the need for furtherresearch is pressing. The study reported hereexamines two different cases of department-based,practice-centered peer inquiry projects; one set in adepartment of history and one in a department ofmechanical engineering. Both departmental projectswere part of a larger initiative on the peer review ofteaching coordinated by the American Association forHigher Education.The aim of this study is to illuminate factors thatcan influence the nature, development and impact ofsuch collaborative activities. The leadership,structure and outcomes of each department's projectare compared and contrasted. The role of departmentalculture is considered, through an investigation ofpotential influences from the discipline andinstitution, as well as from departmental history. Factors such as the norms of scholarly collaboration,standard work patterns, the presence or absence ofexternal curricular standards, university status,faculty autonomy and morale are discussed.     

译者行为批评中的译评者类型研究——以莫言小说日译评价争议为例

本文结合莫言小说日译评价争议,研究译者行为批评中的译评者类型,指出有必要认识和区分“专业译评者”和“非专业译评者”及其译评类型｡ 译评者的务实目标影响其对译文质量的评价｡ 同时,译者也有其务实目标和目标读者定位｡当译评者与译者务实目标一致,译评者正好是译者定位的目标读者,译评呈现好评,反之为差评,皆为印象式译评｡专业译评者应采取描写式动态评价,辨析译者务实目标,考察译文是否吸引到译者定位的目标读者｡     

Ranking academic departments: Empirical findings and a theoretical perspective

Evaluations of academic departments through peer review rankings have assumed importance in decision making by government officials, university administrators, and department chairpersons. This article reviews the history of these highly publicized rankings and subsequent attempts to identify empirical correlates of the ratings. New findings are presented which indicate that the ACE rankings can be predicted almost perfectly (r=.91) with one measure—departmental rate of publication in highly cited journals. The implications of this finding are discussed, since it both supports the notion of peer rankings but also reveals some inherent weaknesses in the academic assessment process. Finally, it is suggested that concepts from social stratification theory can illuminate our understanding of evaluation in higher education.     

Validating Peer Review in Criminal Justice Evaluation Research: Evidence from CrimeSolutions.gov

Peer review is the bedrock of the scientific enterprise, yet it enjoys scant validation. The federal government’s CrimeSolutions.gov initiative provides a unique opportunity to address this limitation. As part of the initiative, trained experts evaluate criminal justice evaluation research on several of the same criteria editors use to make publication decisions. Data from a sample of articles published in Social Sciences Citation Index journals were obtained from the CrimeSolutions.gov database, then used to model publication quality, operationalized as the product of the journal’s five-year impact factor and article citations per year (an article-level measure). The model explained only five percent of the variation in publication quality, raising several questions about the validity of peer review in criminal justice evaluation research.     

Peer‐mediated interventions with elementary and secondary school students with emotional and behavioural disorders: a literature review

Peer‐mediated interventions (PMIs) have been shown to be effective for increasing adaptive social and academic behaviours of children and youth. Although PMI efficacy is generally well supported, there have been relatively few published intervention studies that focus on elementary, middle and high school students with emotional and behavioural disorders (EBD). The present review examines selected empirical literature in order to identify characteristics and relative efficacy of PMI. Findings of 12 peer‐reviewed journal papers including research designs and outcomes were examined. Results provide support for the efficacy of PMI for improving behavioural and social skills of students with EBD. Recommendations include further research on PMI for high school students and longitudinal research of PMI.     

The white cube in the black box: assessing artistic research quality in multidisciplinary academic panels

Despite its imperfections, academic peer review has been accepted as a satisfactory process by which assessment panels comprised of different disciplinary representatives arrive at agreement through a system of shared rules and language that respects disciplinary plurality. Artistic researchers, whose output is required to meet both scholarly research criteria and the aesthetic standards expected by their peers in the art world, express concern that university peer review processes disadvantage their disciplines due to differences between artistic research and more science-informed research expectations. As research created with the artistic ‘white cube’ in mind intersects with this ‘black box’ of scholarly peer review, do the shared protocols adopted by peer-review panels extend to research expressed not in scholarly text but in artistic artefact? Are there features inherent in artistic research that impinge upon equitable consideration within these settings? This paper draws upon face-to-face interviews with visual and performing artists in three Australian universities to explore how these researchers experience university peer review. It contributes a distinctive disciplinary perspective to understanding university assessment and evaluation processes for the benefit of both academic staff and postgraduate students.     

Keeping the rhetoric orthodox: Forum control in science

Academic disciplines certify knowledge through publication in scholarly journals; therefore, peer review of journal articles is one method of authorizing someone's speech. It is possible, however, to see peer review and other strategies as methods by which elites silence or de‐authorize voices that pose a threat to their status. This article discusses four methods of forum control— peer review, denial of forum, public correction, and published ridicule. Examples are drawn from cases in science.     

The Unfulfilled Potential of Institutional Review

Institutional review rarely produces benefits commensurate with the effort expended. Major causes of this disappointing result are neglecting the political dimension of evaluation and separating the review process from ongoing decision making. Reviews often engender suspicions of bias and covert motives. These must be allayed by a clear commitment to respect the rights of participants, to recognise the legitimacy of their divergent viewpoints, and to negotiate about the purposes and control of the evaluation. The separation of the complementary processes of evaluation and planning arises from the common practice of forming a special committee to undertake an institutional or departmental review. Furthermore, review reports generally contain fragmented arrays of assessments for individual components of institutional/departmental performance. The information obtained is usually not structured to relate directly to current problems and decision choices. Evaluation and planning can be integrated by expanding the responsibilities of policy and management committees to include the continuing review of institutional/departmental peformance. The notions of effectiveness and efficiency, re‐cast in a form which accommodates the ambiguity and conflict in higher education, can provide a useful structure for organising review information.     

数字化视域下的学术期刊信赖评估

鉴于我国当前学术期刊评价的一些弊端和危害,加强学术共同体评价的作用已成为完善学术期刊评价体系的迫切要求。信赖评估不但是同行评议的一种重要方式,而且彰显了读者和作者的评价主体地位。信赖评估借力于学术期刊数字化,充分发挥其收集反馈信息便捷、互动性强以及传播方式快速便捷等优势,不但可以吸收过去期刊评价中专家定性评价的合理成分,还可以凭借独特的视角和方法在学术道德规范、媒介公信力建设中发挥重要作用。     

A Content Analysis of Peer Feedback in Triadic Supervision

There is limited research on the types of peer feedback exchanged during triadic supervision. Through a content analysis, the authors found that students provided feedback about counseling performance and cognitive counseling skills most often in supervision sessions. However, there were differences in the types of feedback exchanged across three experience levels.     

Associations between peer‐perceived status and aggression in young adolescents

Different functions within different forms of aggression were examined in relation to peer‐perceived preference and popularity among middle school students. Two hundred and three 7th grade students were nominated by a subset of their grade mates based on indices of likeability, popularity, and aggressiveness. Both linear and curvilinear associations were examined. Lower peer preference, but higher popularity, was associated with increased levels of all types of aggression, supporting the need to differentiate the relationship between aggression and these two facets of peer status. Relational aggression was associated with both low and high levels of popularity. Overt aggression was related to low peer preference and, to a lesser degree, high peer preference. It appears that what separates low‐ and high‐status students is not the presence of aggression per se, but how effectively their displays of aggression achieve their social goals. Findings are discussed in respect to social dominance theory, and implications for practice are considered. © 2008 Wiley Periodicals, Inc.     

Stability and Consistency in Secondary Schools’ Effects on Students’ GCSE Outcomes over Three Years∗

This paper reports the results of a UK study investigating the issue of differential school effectiveness. The size of overall school effects versus departmental differences in effects on 16 year old students’ General Certificate in Secondary Education performance are examined, as well as the internal (within school) consistency of departmental effects across six GCSE subject outcomes and the stability of school and departmental effects across three GCSE cohorts (1990‐1992). A value added approach is adopted, controlling for selected student intake measures (such as attainment at secondary transfer). The findings of multilevel analyses suggest that very few schools perform both consistently (across subjects) and with stability (over time). The implications of the results are discussed in relation to the publication and interpretation of schools’ examination results as well as the use of school and departmental effectiveness measures for school self‐evaluation.

     

The role of peer review in Norwegian quality assurance: potential consequences for excellence and diversity

The article analyses the role of peer review within broader external quality assurance schemes. Based on an analytical framework emphasising that modern quality assurance schemes are designed as a balancing act between standardised guidelines and professional judgement, the article uses data from a recent evaluation of NOKUT, the Norwegian Quality Assurance Agency, to investigate whether and how the peer review process has maintained its central role in quality assurance, not least with respect to promoting excellence and diversity. The findings indicate that what is presented as judgements based on peer expertise, turn out to be a rather technical process in which pre-defined rigid criteria and standards are imperative. In the conclusion, the role of peer review is discussed in relation to developments in European higher education.