We converted the Teacher Behaviors Checklist (TBC;Buskist, Sikorski, Buckley, & Saville, 2002) to an evaluative instrument to assess teaching by adding specific instructions and a Likert-type scale. Factor analysis of the modified TBC produced 2 subscales: caring and supportive and professional competency and communication skills. Further psychometric analysis suggested the instrument possessed excellent construct validity and reliability, underscoring its potential as a tool for assessing teaching. This instrument clearly identifies specific target teaching behaviors that instructors can alter to attempt to improve their teaching effectiveness.

Buskist (2006) investigated the psychometric properties of the Teacher Behavior Checklist (TBC), but did not provide evidence that the measure could differentiate among teachers. This study required students at 2 schools to rate their best professor, worst professor, and most recent professor on the TBC. We found highly similar results across these schools. Differences among teachers accounted for more variability in TBC ratings than other possible sources. TBC ratings evidenced significant differences across good versus bad teachers.

No abstract

No abstract

This chapter reviews the current status of university teaching and provides an overview for the need for evidence‐based teaching. It describes problems with defining evidence as well as distinctions among systems of teaching and specific teaching actions.