summative evaluation, but also has great potential for ongoing formative feedback.

Projects of the American Association for Higher Education. The American Association for Higher Education (AAHE) has promoted collaboration in assessing and improving teaching through a variety of projects. One such project, conducted in the mid-1990s, involved 12 universities and stressed peer review as a means of formative evaluation. In this project, participants monitored their progress in improving student learning. AAHE’s (1993) Making Teaching Community Property: A Menu for Peer Collaboration and Peer Review provides many other examples of peer review efforts that contribute to formative evaluation and improved professional development in teaching for faculty.

More recently, AAHE, the Carnegie Foundation for the Advancement of Teaching, and the Carnegie Academy for the Scholarship of Teaching and Learning jointly developed a program for peer collaboration based on ideas and criteria advanced by Boyer (1990) and Glassick and colleagues (1997). The goals of the program are to support the development of a scholarship of teaching and learning that will foster significant, long-lasting learning for all students. The program also seeks to enhance the practice and profession of teaching and bring to the scholarship of teaching the same kinds of recognition and reward afforded for other forms of scholarly work (Hutchings, 2000).6 Examples of the criteria being advanced for evaluating a faculty member’s scholarship in teaching are presented in Box 5-1, excerpted from Glassick et al. (1997, p. 36). Centra (2001) has extended these criteria to allow for evaluation of the scholarship of teaching and learning as practiced by academic departments and institutions (see Box 5-2).


Self-reports and self-reflections on an instructor’s teaching and promotion of student learning can be important sources of information for evaluating a teacher’s effectiveness (Hutchings, 1998). These self-reports, which may be part of a required annual report or a teaching portfolio, are more useful and appropriate for formative or professional development purposes than for summative personnel decisions. Faculty who have not previously performed self-evaluation may require assistance from teaching and learning centers.

As a summary of a professor’s major teaching accomplishments and


Additional information about this program is available at < >.

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