Extant literature suggests that the process of constructing a teaching portfolio can identify areas to improve, motivate positive changes, and elevate the importance of teaching in academe. This study describes the experience of the tax faculty at a public university in using teaching portfolios and peer reviews to improve the quality of the first two tax courses. The type of teaching portfolio used in this project consists of a course syllabus and a reflective statement that documents the rationale for all components of a course (i.e., lectures, projects, exams, writing assignments, presentations, etc.). The peer review aspect involves written feedback from a colleague on this teaching portfolio. Though research publications are usually subject to extensive peer review, teaching generally is not. Like research, however, teaching can be evaluated and ultimately improved through peer review. Thus, this study can provide valuable guidance to tax professors attempting to improve their courses.
Implementing Teaching Portfolios and Peer Reviews in Tax Courses
Michael J. Calegari, Gregory G. Geisler, Ernest R. Larkins; Implementing Teaching Portfolios and Peer Reviews in Tax Courses. Journal of the American Taxation Association 1 September 1999; 21 (2): 95–107. https://doi.org/10.2308/jata.19126.96.36.199
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