Goal Attainment Scaling as an Annual Assessment of Faculty

Abstract

Currently, no systematic evaluation protocol exists for annual assessment of faculty performance. Efforts to quantify student evaluations demonstrate acceptable levels of validity and reliability but fail to encompass totality of faculty performance on a quantitative level. The central problem of faculty performance evaluations is the lack of universality. Since evaluative criteria are left in the hands of the department, evaluation outcomes are uneven. Simply put, some evaluation protocols are considerably more stringent than others. The application of Goal Attainment Scaling provides a universal standard that enables university administrators to assess faculty performance in a more equitable and systematic manner. We employ qualitative methodologies to assess to use of Goal Attainment Scaling for annual evaluations of faculty.