Appraising Classroom Teaching in Higher Education: An Alternative Approach

Abstract

Some form of appraisal at the point of delivery is of value in a university context, and where it does not exist is likely to be required by external agencies. Argues that a non‐managerial style of appraisal, such as the “buddy‐buddy” system, may be more acceptable in a university context than the “line manager” approach. The virtue of the approach includes the recognition that peers possess the technical expertise to assess classroom skills, that having some input into the selection of appraiser gives enhanced confidence in the activity, and that there can exist a real sense of ownership of the process by the staff involved in its implementation.

Citation

Adams, J.C. (1994), "Appraising Classroom Teaching in Higher Education: An Alternative Approach", Quality Assurance in Education, Vol. 2 No. 2, pp. 15-17. https://doi.org/10.1108/09684889410061114