Oller Kellee L, Mai Cuc T, Ledford Robert J, O'Brien Kevin E
Department of Internal Medicine, University of South Florida Morsani College of Medicine, Tampa, FL, USA.
Adv Med Educ Pract. 2017 Mar 8;8:205-210. doi: 10.2147/AMEP.S124004. eCollection 2017.
Faculty development for the evaluation process serves two distinct goals. The first goal is to improve the quality of the evaluations submitted by the faculty. Providing an accurate assessment of a learner's capabilities is a skill and, similar to other skills, can be developed with training. Frame-of-reference training serves to calibrate the faculty's standard of performance and build a uniform language of the evaluation. Second, areas for faculty professional growth can be identified from data generated from learners' evaluations of the faculty using narrative comments, item-level comparison reports, and comparative rank list information. This paper presents an innovative model, grounded in institutional experience and review of the literature, to provide feedback to faculty evaluators, thereby improving the reliability of the evaluation process, and motivating the professional growth of faculty as educators.
教师评估过程中的师资发展有两个不同的目标。第一个目标是提高教师提交的评估质量。对学习者能力进行准确评估是一项技能，与其他技能一样，可以通过培训来培养。参照框架培训有助于校准教师的表现标准，并建立统一的评估语言。其次，可以从学习者对教师的评估所产生的数据中，利用叙述性评论、项目级比较报告和比较排名列表信息，确定教师专业成长的领域。本文提出了一个基于机构经验和文献综述的创新模型，为教师评估者提供反馈，从而提高评估过程的可靠性，并激励教师作为教育工作者的专业成长。
