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Instructors and students in the evaluation process: are experts better than novices?

Universities use diverse informants to evaluate teaching effectiveness and student learning. Professors evaluate students before and/or after instruction. Students evaluate their instructors, and also may evaluate other students (student peer evaluation). Finally, instructors evaluate other instructors (faculty peer evaluation). This Special Session discusses the multidimensional construct of teaching and the process of measuring learning and teaching effectiveness. We consider the implications of using faculty (expert) versus student (novice) evaluations, and the contexts within which they are most appropriate.

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