| Abstract: | The evaluation of teaching and the assessment of teachers are similar activities with very different aims. Both are feasible, once we abandon the idea that they have to be based on explicit criteria of good teaching. This point is argued both on the basis of experience with established practice in higher education and through a comparison with similar practices in other professions. The latter leads to the construction of a model which uses students, peers, self and superiors in a way that allows an active role to the person assessed. Finally, attention is drawn to the need for an educational development unit to provide training, help and counselling as an adjunct to assessment. |
