TARGET: A New Approach to the Appraisal of Teaching

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Abstract
The need for greater teacher effectiveness in the higher education sector is an area of concern. Whilst the economic and political constraints currently imposed may have precipitated the need for increased efficiency, it is the body of academics concerned with staff development who have redefined the problem in terms of effectiveness. Much research has concentrated on the outcomes of the teaching‐learning experience in order to try and measure teacher effectiveness. Whilst it cannot be denied that these researchers have recorded some interesting observations, it is shown that this perspective on the problem presents a less than complete picture. The research methodology was developed primarily to examine in detail the ways in which different teachers play their roles in the teaching‐learning process and to explore the perspectives of students on the variety of pedagogic styles utilised. It became evident that repertory grid techniques provided a valid means of evaluating teaching effectiveness in a unique and non‐threatening manner. Experience has shown that this system provides feedback to the teacher which proves a powerful aid to self‐evaluation and frequently provokes overt changes in pedagogic style.

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