In this concluding section of our four part series, we complete our discussion of specific strategies for collecting evaluative information about teaching by discussing self, alumni, and records as sources. Readers may wish to use Exhibit 3 in Part II to review our perspective. (See NACTA Journal, March 1984, p. 19) Finally, we devote the latter sections to examining how all of the information collected can be synthesized in meaningful ways.



collecting information, evaluative information

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