This feasibility study (the first of three phases) sought to develop a framework for improvement-oriented formative and summative assessment of teaching in Ontario. It is intended to inform future developments in teaching evaluation in  the Province, and to offer a well-contextualized understanding of what the goals of teaching evaluation ought to be,  what the challenges are, and the kinds of initiatives and infrastructure that would best promote the evolution of a data- informed and inquiry-inspiring approach to evaluating and improving teaching.
Our institutionally-based project teams identified and examined leading teaching evaluation practices in use  internationally, compared to those in use in the Ontario context, and identified a range of aggregate data and technical  tool elements to be considered when moving forward.http://scholar.uwindsor.ca/ctlreports/1003/thumbnail.jp