This paper examines key questions relating to the concept and rationale of teacher appraisal in higher education. It then focuses on a number of practical issues of interest to those who might be seeking to introduce appraisal schemes within institutions. It seeks to open up discussion on matters such as who would appraise, how often, what the findings would be used for, and what benefits might accrue to individuals and to institutions.
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Pennington et al. (1988) studied this question.
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