An evaluation of teaching: Observations across three culturess

This paper looks at a combination of teaching evaluations, performed across three cultures. The research indicates that many institutions of higher education that undertake teaching evaluations, not only follow traditional strategies, but leave open the possibility that measured teaching outcomes may not be aligned with effective learning practices. This paper suggests a more aligned approach should be undertaken that encompasses observations from the different evaluation mechanisms available. The practice of constructive alignment used in teaching could also benefit teaching evaluations and observations.