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A typical evaluation instrument used in the USA is subjected to critical analysis with reference to two paradigms of teaching, the transmission model and the engaged-critical model. This analysis reveals that the evaluation form is not representative of all conceptions of teaching, but is more consistent with the transmission paradigm. As a prescriptive cultural and educational artifact, the survey instrument implicitly militates against alternative models of teaching. The article questions the ‘neutrality˚s of a document that purports to transcend different disciplines, epistemologies, teaching methods, conceptions of learning, and institutional use.
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Kolitch et al. (1999) studied this question.
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