Lecturing Performance Appraisal Criteria: Staff and Student Differences

Abstract

THE assessment of academic staff teaching performance is an area of considerable concern and debate. The questions revolve around what should be assessed and by whom. In this study, the ratings of academic staff and tertiary students in a new institution were compared on 21 criteria of lecturing. Analysis of variance demonstrated that the academics placed significantly greater importance than students on a range of performance criteria (e.g. non-sexist language, independent learning, challenging the world view), with the students placing greater importance on one criterion—pace of the presentation. Separate factor analyses of the ratings by staff and students demonstrated differences in the schematic models of these two groups. They agree that the criteria are important, but portray different pictures of the ways in which the criteria combine to produce the understanding of what is a good lecture. The findings of this study contribute to the questions on the assessment of academic staff performance. This study demonstrates that staff and students differ significantly in their interpretations of what is to be measured in the assessment of a good lecture. These findings raise questions regarding the use of student and staff ratings in performance appraisal.