However, they thought many faculties believe that student evaluations towards their teacher training program are simply a popularity contest and have a relation to the curriculum, burden of the courses, focus of the courses, their participation in conferences or seminars and the personality of the instructors or the lecturers. programs and from departments accredited at both the college and department levels are most likely to use multiple types of information in assessing faculty teaching performance.
Administrators from accounting departments with Ph.D. While the AACSB, the AECC and others have encouraged the use of multiple types of information in assessing teaching performance, the overall number of information types used by accounting administrators is significantly less than the broad set of items suggested for inclusion in a teaching portfolio. Although 82% of administrators use multiple types of information to assess teaching performance, they employ, on average, less than three types of information and show a preference for non-systematic, subjective types of information. The results show that student ratings are used by 95% of accounting departments administrators. This paper examines whether multiple types of information are used in assessing faculty teaching performance and provides insight into the characteristics of departments where administrators use this assessment approach.
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