Graduate Student and Faculty Perspectives on Criteria Used in Evaluating Effective Classroom Teaching

Abstract

This article presents the results of an empirical research study conducted to explore graduate social work student and faculty perspectives on criteria that should be used in evaluating effective classroom teaching. In revealing a high level of agreement between the two groups, the study findings clearly suggest that students can serve as reliable identifiers of appropriate evaluative criteria and can make significant contributions to the assessment of teaching effectiveness. Guidelines for the effective implementation of the study instrument and the establishment of a systematic procedure of student-faculty evaluations are offered.