Abstract—Evaluation of teaching performance is largely a modern phenomenon, and its systematic study is very much limited and scarce in comparison to its counterpart that investigates the students’ learning performance. Since all evaluations on the teaching performance are meant to be utilized to enhance the attainment of the student goals, fairness in the evaluation by fair assessors can be crucial not only to the validity of the evaluation itself, but also to the ultimate fulfillment of the teaching and learning goals. This paper thus proposes a number of objective strategies, through the students’ efforts and behavioral patterns, that can be applied uniformly to all students and determine the extent of their being a fair assessor in evaluating their instructors. Such strategies will encourage the instructors to concentrate on their core role of getting the students to learn better rather than bending the principles from time to time to please the students for the sake of getting a better student evaluation.

Index Terms—Fair teaching evaluation, objective performance evaluation, behavior-based adjustment.

Zhuhan Jiang, Jiansheng Huang are with the School of Computing, Engineering and Mathematics, University of Western Sydney, Rydalmere, NSW 2116, Australia.

Cite: Zhuhan Jiang, Jiansheng Huang, " On Devising Objective e-Strategies to Improve Fairness in the Evaluation of Teaching Performance," International Journal of e-Education, e-Business, e-Management and e-Learning vol. 5, no. 4, pp. 249-256, 2015.