The purpose of this project was to develop guidelines and involve all faculty in the evaluation of teaching and learning. The main objective was to provide the opportunity to assist faculty to become actively involved in self and peer evaluations. Three i day workshops were held in 1975 involving all fulltime faculty and some part-time faculty. Two i day workshops were held in 1975 involving mainly new faculty, with a focus on peer evolution in the clinical area.
Criteria were developed and are used as guidelines in evaluating self and peers. The findings indicated that evaluation posed a threat, especially in evaluating one's peers, but this threat tended to decrease through involvement in the process, which included group discussions and talking and sharing feelings both in formally devised and spontaneous informal encounters. The conferences, which brought peer partners together before and after the observation of performance, proved to be a most positive experience. Teachers identified problems in criteria selection and provided criticism. They also have expertise that they can share with each other and they can identify areas requiring improvement, but they still require some impetus to spur them on to change in behaviour.
Recommendations included that each faculty member take the responsibihty to keep self and peer evaluations in her own profile and provide this data to administration if and when desired.