individuals being evaluated must depend upon a team of people to gather and analyze data in a way that they trust will produce accurate and fair results.
As Lencioni (2002) points out, no team can function effectively without trust. In university settings, administrators cannot create an environment of trust by themselves, but they can be crucial players in maintaining trust. Some of the things administrators and campus reviewers should do to engender trust in the teaching evaluation process are listed below:
They must assign faculty to teach only in areas in which they have, or can readily develop, the expertise to teach at an appropriate level.
They must ensure that an evaluation of an individual’s teaching performance is considered in the correct context, such as expected outcomes for student learning, the level of students in the course, whether a course is required or elective, the size of the classes and the nature of the available facilities, and the past experience of the instructor in this teaching situation.
Complex social data, such as teaching evaluations, must be used in accordance with well documented social science practices that have established appropriate interpretations and limitations for deriving results.
Administrators and reviewers must show that they are using the evaluation process to develop and advance faculty members fairly.