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Abstract
The quality of university teaching in Britain is rarely evaluated systematically, and career advancement tends to rest predominantly upon research performance and publications. Although this paper does not pretend to offer a full review of the relevant literature, it introduces a variety of ways of assessing a teacher's commitment, performance and effectiveness, which are used elsewhere. The focus of the paper is on assessment for promotion but staff evaluation should also be seen as of value in staff development and in fostering a fully professional attitude to the teaching of geography in higher education.