Originally found at Institute for the Future of Education by Helen Hendaria Kamandhari and Silvia Lavandera Ponce
In higher education, we have become accustomed to assessing learning and analyzing outcomes. The irony is that the faculty's teaching performance is usually revisited only at the end of the term with broad classifications of mediocre, above average, or excellent teaching. This habitual categorization denies us an in-depth understanding of the teaching faculty's challenges when designing their courses and assessments.
Continue reading the original article at Institute for the Future of Education.
Read the original research in Academy of Management Review.
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